THE PROCESS OF TEACHING LITERARY TRANSLATION: A CASE STUDY AT A STATE UNIVERSITY IN BANDUNG.
THE PROCESS OF TEACHING LITERARY TRANSLATION:
A CASE STUDY AT A STATE UNIVERSITY IN BANDUNG
A THESIS
Submitted to the English Education Department of the School of Post Graduate Studies of the Indonesia University of Education for the Partial Fulfillment of the Requirements for the Master’s Degree in
English Language Education
SRI HANDAYANI
1006931
DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF POST GRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
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A Thesis
THE PROCESS OF TEACHING LITERARY TRANSLATION:
A CASE STUDY AT A STATE UNIVERSITY IN BANDUNG
Sri Handayani
S.Pd IKIP Bandung, 1999
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni
© Sri Handayani2014 Universitas Pendidikan Indonesia
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Hak Cipta dilindungi undang-undang.
Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
SRI HANDAYANI
1006931
Approved by
Thesis Supervisor,
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Sri Handayani, 2014
The Process of teaching literary translation: a case study at a state university in Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT
This study investigated how the translation competences were taught in the
classroom and how the students’ translation practices were evaluated by the
lecturers in the process of teaching literary translation. This study was aimed at describing and giving criticism to the translation competences taught by the lecturers in the literary translation course, the activities done by the lecturers in the process of teaching literary translation and the students’ responses to the Translating Literary Works (TLW) class. The research implemented a case study design and the data were collected through observation, questionnaire, interview
and students’ translation works. The observation was recorded by using video recording and note-taking. The main aim of the observation was to comprehensively learn the process of teaching. The open-ended, closed-ended questions and the combination of the two types of questions were developed in this questionnaire to collect the valuable information on the students’ responses, experiences and understanding of the aspects of translation theories. Then, the lecturers and students were interviewed to collect additional information on the
students’ interest and feeling about the process of teaching, teaching techniques
and evaluation. Finally, the students’ translation works were used to show the authentic documents in doing some translation practices. Fifty five students and two lecturers participated in this research. A simple calculation of data was applied to find out the percentages of the students’ responses in the process of teaching TLW. The data were analyzed based on the learning theory by Katz (1993), the basic concept of translation competences proposed by Schaffner (2000) in Schaffner and Adab (2000:6), the steps of translation teaching process proposed by Duff (1989), translation evaluation by Dollerup (1994) in Dellerup and Lindergaard (1994), the elements of evaluation of the students’ translation practices from Salas (2000), criteria for students’ translation score by Adab (2000) in Schaffner and Adab (2000:224) and translation problems by Nord (1991:151). The findings showed that: (1) the translation competences focused on TLW class included linguistic competence, cultural competence, textual competence, subject competence, research competence, and transfer competence. From the competences taught by the lecturers, research and transfer competences were given more emphasis than those of the other competences; (2) the students were generally taught in the specific patterns of teaching which were classified into five steps of teaching activities: doing theoretical sensitization, doing translation
practices, presenting the student’s works, sharing and discussing students’
experiences and providing feedbacks for the students. The translation practices in the TLW class were dominated by practicing literary translation from English into Indonesian; and (3) the TLW classes in general had got positive responses from the students considering that the teaching and learning process of TLW was very interesting.
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Sri Handayani, 2014
The Process of teaching literary translation: a case study at a state university in bandung
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Key words: process of teaching, literary translation, translation competence, student’s experiences
PREFACE
In the name of Allah, the most Beneficent, the Most Merciful.
Alhamdulillahirobbil ‘alamin by the grace of Allah, finally I have
completed the writing of my thesis entitled “The Process of Teaching Literary Translation: A Case Study at a State University in Bandung”.
This thesis is presented to the English Education Department of the School of Post Graduate Studies of the Indonesia University of Education for the partial
fulfillments of the requirements for the Master’s Degree in English Language
Education.
I really expect that this thesis contribute to the development of the teaching of literary translation and widen the insight of those who want to be a teacher or trainer of literary translation course.
Bandung, November 2013 Sri Handayani
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Sri Handayani, 2014
The Process of teaching literary translation: a case study at a state university in bandung
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Sri Handayani, 2014
The Process of teaching literary translation: a case study at a state university in Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS
DECLARATION i
ABSTRACT ii
PREFACE Iii
ACKNOWLEDGEMENTS Iv
TABLE OF CONTENTS V
LIST OF TABLES Vii
LIST OF FIGURES Viii
LIST OF APPENDICES Ix
CHAPTER I INTRODUCTION ……… 1
1.1 Background ………..………… 1
1.2 Research Questions ………..……….. 4
1.3 Research Objectives ……….……….. 4
1.4 Significance of the Research ………... 5
1.5 Clarification of Key Terms ……… 6
1.6 Organization of the Paper ……… 6
CHAPTER II LITERATURE REVIEW ……… 7
2.1 The Nature of Translation ……… 7
2.1.1 Definition of Translation ……….. 7
2.1.2 Theory of Translation ……….. 8
2.1.3 Translation as a Process ……… 9
2.1.4 Gile’s Sequential Model of Translation ………..………… 11
2.1.5 Translation Strategies ………..……… 12
2.1.6 Vinay and Dobelnet’s Model ……… 13
2.1.7 Skopos Theory ……….. 13
2.1.8 Translation Problems ……… 14
2.2 Literary Translation ……….…. 15
2.3 Translation Competence ………..………… 17
2.3.1 Languistic Competence ……… 19
2.3.2 Cultural Competence ……….…….. 20
2.3.3 Textual Competence ………....… 20
2.3.4 Subject Competence ………...…….. 21
2.3.5 Research Competence ………..……… 22
2.3.6 Transfer Competence ……… 22
2.4 The Development of Translation Competence …………...…..…… 23
2.5 Text Selection Criteria ………..…… 23
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The Process of teaching literary translation: a case study at a state university in bandung
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2.7 Teaching Evaluation ………...……….. 27
2.8 Problems in Teaching Translation ………..… 29
2.9 Conclusion ……….………. 29
CHAPTER III RESEARCH METHODOLOGY ………..…………...…..… 30
3.1 Research Method ………..… 30
3.2 Research Site and Participants ………..……… 30
3.3 Data Collection Techniques ……….… 31
3.3.1 Observation ……….………...……….. 31
3.3.2 Questionnaire ……….……….. 32
3.3.3 Interview ……….. 33
3.3.4 Students’ Translation Works ……….………. 33
3.4 Data Analysis ……….……….…… 35
3.4.1 Data from Observation ……….………..……. 36
3.4.2 Data from Questionnaire ……….………..…. 36
3.4.3 Data from Interview ………....………… 36
3.4.4 Data from Students’ Translation Works ………..…… 37
3.5 Conclusion ………..………. 37
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIO ……….……. 40 4.1 Translation Competences ………..…… 40
4.1.1 Linguistic Competence ..………..……… . 40
4.1.1.1 Data from Observation ………... 41
4.1.2 Cultural Competence ……….……….…… 42
4.1.2.1 Data from Observation ……….………. 42
4.1.3 Textual Conpetence ……….……….…. 44
4.1.3.1 Data from Observation ………. 44
4.1.3.2 Data from Interview ………..…… 45
4.1.4 Subject Competence ………. 50
4.1.4.1 Data from Observation ………...… 50
4.1.4.2 Data from Interview ………... 51
4.1.5 Research Competence ……… 52
4.1.5.1 Data from Observation ………... 52
4.1.5.2 Data from Interview ……….. 54
4.1.6 Transfer Competence ………. 55
4.1.6.1 Data from Observation ………. 55
4.1.6.2 Data from Interview ……….……. 56
4.2 The Process of Teaching Literary Translation ……… 60
4.2.1 Formulating the Objectives of Teaching ……… 61
4.2.2 Developing the Teaching Material ………..……….. 63
4.2.3 Teaching Activities in the Classroom ……….. 66
4.2.3.1 Theoretical Sensitizatio ………..……. 67
4.2.3.2 Doing Translation Practices ……….. 68
4.2.3.3 Presenting the Students’ Works ………. 70
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The Process of teaching literary translation: a case study at a state university in bandung
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4.2.3.5 Providing Feedbacks for the Students ……… 73
4.3 The Students’ Responses to the Teaching of Literary Translation 86 4.3.1 Students’ Responses in General .……….. 86
4.3.1.1 Data from Questionnaire ………..……… 86
4.3.1.2 Data from Students’ Interview ………... 88
4.3.2 The Students’ Responses to the Teaching Materials and Translation Practices ………. 89
4.3.2.1 Data from Questionnaire ……… 89
4.3.2.2 Data from Students’ Interview ………... 91
4.3.3 The Students Responses to Class Activities and Lecturers’ Feedback ………... 93
4.3.3.1 Data from Questionnaire ……… 93
4.3.3.2 Data from Students’ Interview ……… …... 93
4.4 Conclusion ………. 95
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH 97 5.1 Conclusions ………. 99
5.2 Recommendations for Further Research ……….... 95
REFERENCES ………... 101
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Sri Handayani, 2014
The Process of teaching literary translation: a case study at a state university in bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES
Table 1 Criteria for Grading the Quality of Students’ Translation .……… 28 Table 2 Types of Problems Faced by the Students ………. 54 Table 3 The Description of Material Development ……….... 64 Table 4 Literary Works Practiced by the Students ………..…….. 66 Table 5 Literary Works Translated by The Students ………….………… 69 Table 6 The differences between S1 and S2’s Translation of Poetry
Entitled West Wind by Mary Oliver ……… 83
Table 7 Students’ Responses to Translating Literary Works ……… 86 Table 8 Students’ Interest in TLW Class ……… 87 Table 9 Students’ Responses to Teaching Materials and Translation
Practices
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Sri Handayani, 2014
The Process of teaching literary translation: a case study at a state university in bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES
Figure 1 The Process of Translation by Nida & Taber ……… 10
Figure 2 Sequential Model of Translation ………... … 11
Figure 3 A Part of the Poem Entitled ‘If’ by Jordan Levis …………... 42
Figure 4 Sample of a Student’s Poetry Translation ……….. 52
Figure 5 Discussion on the Students’ Works………... 53
Figure 6 The Use of Online Dictionary and Thesaurus ……… 53
Figure 7 Sample of a Student’s Poetry Translation ………. 58
Figure 8 Another Sample of a Student’s Poetry Translation ……….… 59
Figure 9 A Practice in Reading a Poetry ………. 70
Figure 10 Sharing Experiences in the Translation Result ………. 72
Figure 11 The Example of Oral Analysis in Class Feedback …………. 79
Figure 12 Sample of a Student’s Reflective Writing ……….... 81
Figure 13 The Example of Evaluation Based on The Product …………. 82
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Sri Handayani, 2014
The Process of teaching literary translation: a case study at a state university in bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF APPENDICES
Appendix 1 Administrative Details
Appendix 2 Expert Judgment/Suggestion on the Research Instruments Appendix 3 Questionnaire Instruments Sheet
Appendix 4 Guiding Questions for Lecturer’s Interview Appendix 5 Guiding Questions for Student’s Interview Appendix 6 Observation Sheet
Appendix 7 Sample of Students’ Answer on the Questionnaire (RS1-RS5) Appendix 8 Summary of Questionnaire Answers Q1-RS1-55
Appendix 9 Summary of Questionnaire Answers Q23-RS1-55 Appendix 10 Summary of Questionnaire Answers Q25-RS1-55 Appendix 11 Summary of Questionnaire Answers Q26-RS1-55 Appendix 12 Summary of Questionnaire Answers Q29-RS1-55 Appendix 13 Lecturer’s Interview RL1
Appendix 14 Lecturer’s Interview RL2 Appendix 15 Students’ Interview RS3
Appendix 16 Sample of Note-taking During the Classroom Observation Appendix 17 Sample of Students’ Translation Works
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CHAPTER I INTRODUCTION
1.1Background
A translator plays an important role in a worldwide communication. The translator works very hard to translate various documents from one source language to a target language of the readers. The documents translated by the translator are expected to help the readers to understand what are written in the documents as it is meant by the writer of the source language without any changes in meaning.
The expectation of the readers to the translated documents should be facilitated and fulfilled by a high quality translation. The quality translation can only be done by a professional translator who is systematically taught in a reputable educational institution, continuously trained by a professional trainer and experienced to do some practices in the adequate fields of expertise. Professional translators can be categorized as translators born or as translators made (Newmark, 1991). As the translators born, it is a gift that the translators have a capacity of creative imagination. The creative imagination of the translators relates to the sense when they translate some literary works such as poetry, prose and drama. However, the translator needs skills and practices in order to reduce a mechanical operation since the translation process is considered too complex. In line with this, Nintai (1994) in Dollerup and Lindegaard (1994, p. 42) reiterate that:
Arguments range from insistence that the ability to translate is a gift (and so cannot be formalized and transmitted), that the translation process is too complex to be reduced to a mechanical operation (hence the failure and improve only through practice and experience. Even if one admits that
literary translation requires a certain ‘creative gift’, there are ground to posit that training could enable those who are not gifted to acquire and improve the necessary skills (Nintai, 1994 in Dollerup and Lindegaard, 1994, p. 42).
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Meanwhile, as translators made, the ability of the translators can be made by formal training. The functions of the formal training are to enhance the performance of the translators to the full realization of their potential, to develop the translators’ skill, and to improve students’ passive and active knowledge of foreign language rapidly (Gile, 1995, p. 22). The formal training can be conducted in the academic institution. Schaffner and Adab (2000, p. x) claim that the academic institution is considered the most effective institution to teach translation since it is known that the academic institution generally provides courses leading to professional qualifications.
In addition, in order to produce a quality translation, a translator is then required to have several competences. Neubert (2000) in Schaffner and Adab (2000, p. 6) identifies five competences that should be owned by a professional translator: (1) language competence; (2) textual competence; (3) subject competence; (4) cultural competence; and (5) transfer competence. In the context of classroom setting, for instance, the five competences can be taught to students in the translation courses. The teaching of translation courses is then considered
essential to accumulate the students’ knowledge and skills to be good translators. The students taking the translation courses are expected to achieve minimum standards of expertise as translators through some intensive practices and regular trainings.
Considering the required competences and urgencies in terms of intensiveness of practices and the adequate number of trainings for the translators, courses at the university level should be designed comprehensively to provide the students with the above necessities. It should cover some aspects of skill, science and art, the understanding of linguistics, translation theory, principle and methods of translation as well (Newmark, 1991). The design of the translation teaching then would be more effective and accurate when it is based on some research on the practices of translation teaching.
Some examples of research on the teaching of translation have been made by overseas translation experts. Li (2012, p. 148-150) identifies six problems in
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the translation teaching in China: (1) insufficient translation teaching faculty; (2) insufficient class hour; (3) unreasonable translation textbook; (4) the absence of modern translation technology; (5) the negligence of translation ethics education;
and (6) the students’ lack of translation practice. Then, Li (2012, p. 150-151) offers some solutions to the problems in the translation teaching in China, e.g. training sufficient translation faculty, providing sufficient class hour, compiling proper translation textbooks, introducing translation technology into the class, educating translation ethics to students and guiding the students to take part in more translation practices.
In addition, Parker (2009, p. 5-6) classifies the teaching of translation in a particular area, e.g. literary translation, in three pedagogical categories: (1) the academic study of literary translation as a part of a traditional literature program;
(2) literary translation as an optional module within traditional ‘pure’ translation studies program, or within an ‘applied’ translation program; and (3) some specialized courses solely concerned with literary translation.
In relation to the teaching of literary translation, Porcaro et al. (1999) reiterate the importance of teaching which is based on the accumulation of research over the years covering some activities, such as consultation with the
students, careful planning and preparation, and detailed attention to the students’
work. In term of giving an assignment, for instance, it is then specified about the
nature of the students’ problems, e.g. word choice, meaning, accuracy, grammar, usage, word order, and fluency.
Then, Gabr (2001) conducted an insightful and inspiring research on the teaching of translation held in Egyptian National Universities. In this research, the conclusion and recommendations drawn by Gabr (2001) indicate that the teaching of translation at the universities may date back to the 1950s since there is no serious research conducted to evaluate the criteria set for designing and implementing the translation programs being taught. Then, the results of the research show that the students are not satisfied with some aspects, e.g. the
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adequacy of the content, the adopted teaching methods, and the performance of the lecturers of the translation classes that they attended.
The above samples of research on the teaching of translation done in some countries like in the United States of America, the United Kingdom, China, Japan, and Egypt show that the practices of teaching translation courses are mostly implemented based on some research findings, except in the case of Egypt. In the case of Indonesia, for instance, the research in the teaching of translation in Indonesia has not seen to be the same case as it is done overseas. Textbook translation in the fields of science, technology, economy, politics, literatures that have been done in the recent time have given a big contribution as reading materials both in Indonesian and in English. The tendency of translation is getting broader not only as media to transfer science and technology but also as intercultural media. As a result, translation as cross cultural media can be media to introduce literary works by translating them into other languages. By translating these literary works, for example, both from Indonesian into English and from English into Indonesian, the literary works in one country can be known and read by people in other countries with different cultural and language background. It is undoubtedly that, these translation activities that are known as literary translation (Bassnett, 1991, p. 7-8), then, getting more and more needed. Therefore, some higher education institutions offer literary translation as one of their subject courses offered in their curriculum.
Based on the above phenomenon, there is an urgent need of doing some research in the teaching of translation courses in terms of either process or product oriented approach. Among the three translations courses, the first two courses, Translating: English-Indonesian and Translating: Indonesian-English do not show any specific subject knowledge in their names of the courses, while the last course, Translating Literary Works, has already indicated a specific subject knowledge on the name of the course. Therefore, a research on the process of teaching literary translation is worth considering.
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The Process of teaching literary translation: a case study at a state university in bandung Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.2 Research Questions
This research is going to answer the following research questions:
1. What translation competences are taught by the lecturers in the literary translation course?
2. What do the lecturers do in the process of teaching literary translation?
3. What are the students’ responses to the teaching of literary translation course? 1.3Research Objectives
The objectives of the research are to:
1. Describe and analyze the translation competences taught by the lecturers in the literary translation course;
2. Describe and critique the activities done by the lecturers in the process of teaching literary translation;
3. Describe and analyze the students’ responses to the teaching of literary translation course.
1.4Significance of the Research
The significance of this research can be viewed from three aspects: theoretical, practical, and social aspect. From the theoretical aspect, this research can enrich the literature of translation studies, especially for the study of literary translation in the educational setting since the research on the process of teaching literary translation is considered rare.
Then, from the practical aspect, the identifications, thick descriptions, and analysis on the activities done by lecturer in the process of teaching literary translation course can give insights into some variety of horizons on the teaching of literary translation and provide some inspirations for novice lecturers in the teaching of literary translation at the higher education institution.
Finally, from the social aspect, this study would also provide with some information on the comprehensive description and analysis on the students’ experiences in learning literary translation course. In addition, some practitioners and theorists of translation can also take the advantages of these research findings
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for better teaching practices and for further studies. Some decision makers may design a curriculum in translation studies based on some relevant research findings in the translation courses.
1.5 Clarification of Key Terms
1. Translation is the process of transferring a written text from Source Language (SL) to the Target Language (TL), conducted by a translator, or translators, in a specific socio-cultural context (Hatim and Munday, 2004). 2. Literary translation is the translation concerned with any kinds of literary
works (Hermans, 2007, Lambert, 1982 in Baker 2001: 130).
3. Teaching process is the process which is focused on the teaching practices that occur within a program, how these can be characterized and how quality teaching can be achieved and maintained (Richards, 2001).
1.6 Organization of the Paper
This paper is organized in five chapters. Chapter One describes the introduction of the research. Chapter Two proposes some relevant translation theories to support the research. Chapter Three explains the methodology applied in the research. Chapter Four presents the findings of the research and provides with some interpretation of the research findings. Finally, Chapter Five draws the conclusions of the research and gives some suggestions for further research.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the discussion of the research method and design which is applied in the research. It provides with further elaboration on how the research was carried out, describes the research site and participants, and explains the techniques of data collection. The data analyzed, then, is described at the end of this chapter.
3.1 Research Method
This research employed a qualitative method and applied a case study as a research design. This research applied a case study to find out and describe the translation competences taught by the lecturers in the literary translation course at one of the state universities in Bandung. It was also intended to identify, describe, and analyze the activities done by the lecturers in the process of teaching literary translation. In addition, it aimed at describing and analyzing the experiences got by the students in learning the literary translation course. Finally, it was also to
describe and analyze the students’ responses to the teaching of literary translation
course.
In accordance with the case study research design, Creswell (2008: 476) clarifies that a case study focuses on a program, event, or activity involving individuals. The main purpose of the case study was deeply to explore a bounded system e.g. an activity, event, process, or individuals based on extensive data collection. Considering the characteristics of the research and the purposes of the study mentioned above, therefore, the case study research design is considered appropriate to apply in this research.
3.2 Research Site and Participants
The research was conducted at the English Language and Literature Studies, Department of English Education, Faculty of Language and Arts Education in one of the state universities in Bandung. This institution was chosen
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for three considerations. First, the institution was considered one of the reputable education institutions in Indonesia. In line with this, Scaffner and Adab (2000) explain that the “translation competence was effectively developed at an academic institution since it was considered the institution which provide course leading to
professional qualification.” Second, the institution implemented the curriculum focuses on the translation theory, practical translation skill and a combination of the two applied in the some courses which were thought in appropriate semester. Finally, the students were considered had acquired theories and practices of translation since Translating Literary Works course was thought in the sixth semester. The students who jointed in the Translating Literary Works class had to complete some courses of translation which offered in the lower semester. Therefore, the students were considered had acquired translation theory and had experienced translation practices. Considering the reasons given above, therefore, the site and participants of study were considered appropriate to this research.
In addition, in relation to the participant of this research, there were two lecturers and 85 sixth semester students participated in this research. There were two lecturers since Translating Literary Works course in this institution was divided into two classes, A and B, and taught by different lecturers. The lecturers are observed and interviewed. Meanwhile, the students were observed, interviewed and asked to fill in the questionnaires.
3.3 Data Collection Techniques.
The data of this research were collected through observation, questionnaire and interview. The techniques were described further in the following description.
3.3.1 Observation
The observation technique in this research was purposed to observe the nature of the participants, the lecturers and the students, without altering or manipulating it (Gay et al., 2006: 413). In this research, therefore, the observation
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was mainly to deeply learn about the process of teaching literary translation performed by the lecturers. This observation will focus on the activities done by the lecturers in the class based on the teaching activities proposed by Duff (1989) which were organized into three main activities, namely preparation, in class activity and evaluation. The observation was also to observe the materials that were taught by the lecturers in the literary translation course, the preparation of the lecturers before starting the class, the translation competences taught to the students, the methods and techniques of teaching applied by the lecturers, the process of teaching in the classroom, the evaluation of the teaching process used by the lecturers, and the obstacles or problems faced by the lecturers in teaching the literary translation.
Observation was conducted by using video recording and note taking. The video recording was used to record every detail activity of the lecturer and the students. Meanwhile, note taking was applied to note information which was considered important to support the research data from video shooting. Observation was done in every Tuesday and Thursday during the semester. It was used to take the time about 100 minutes. During the observation, the researcher was assisted by an assistance to help taking video recording in order the researcher could focus on the taking note activity. The researcher used guidance sheet for observation in order to be easier in doing her writing. The data resulted from the observation then transcribe and organized and used to answer the research question 1 and 2.
3.3.2 Questionnaire
The questionnaire consisted of 31 questions and involved closed-ended and open-ended questions. The closed-ended questions were mainly proposed to collect useful information to support theories and concepts in the literature. The open-ended questions, meanwhile, were aimed at identifying what were beyond the responses to the closed-ended questions (Creswell, 2008: 228). Relating to this research, the questionnaire used in this research was developed based on the
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questionnaire proposed by Orozco (2000) in Schaffner and Adap (2000:199-214) about translation notion instrument. In accordance with the questionnaire developed, there were 14 open-ended questions, 6 closed-ended questions and 11 combination questions of the two types. The open-ended questions were intended to get the information about the experiences of the students in learning the literary translation, students’ feeling, interest and preference in learning the literary translation. The closed-ended questions, meanwhile, were intended to collect
students’ understanding of the theoretical aspect of translation and students’ intention to improve their translation skills. The data got from this questionnaire were specifically intended to answer the research question number 3 and 4.
The procedures done in this research were divided into some steps. First, the questionnaires were distributed into 85 students of the sixth semester involved in the Translating Literary Works in the end of the class session. There were, however, 33 students who recollect the questionnaire sheets. The distribution of the questionnaire was conducted after the class session of Translation Literary Works completed. The time implementation was in the end of the semester since it was considered that the students had experienced the process of teaching and practices some literary works. In complaint with this, this technique was mainly to get the information about the experiences of the students in learning the literary
translation, such as students’ understanding of the theoretical aspect of translation, students’ intention to improve their translation skills, students’ feeling, interest
and preference in learning the literary translation.
Second, the students’ answers then organized and categorized in some
categorization based on the responses. Third, percentages of each categorization were made to know the number of students who responded each item. Finally, the data were analyzed and interpreted in order to answer the research question number 3 and 4.
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Interview technique in qualitative research was aimed at collecting information from the participants that cannot be directly observed by the researcher (Creswell, 2008: 226). The interview participated by 2 lecturers and 8 sixth semester students who involved in Translating Literary Works. The interview was conducted to the lectures and the students. The students’ interview guiding questions consisted of 9 main questions which covered the question about
students’ feeling, interest, and response to the teaching process done by the
lecturers. The interview with the students was conducted to answer the third and fourth research questions. In addition, the interview for the lecturers covered 18 main guiding questions. The questions that given to the lecturers were about the teaching processes were done by the lecturers in teaching literary translation works. The main purposes of doing the interviews were providing additional information missed that probably missed in observation and that could not check the accuracy of the observation.
The interviews of this research were asked to the lecturers and students. Both of the interviews, technically, were conducted in Bahasa Indonesia which aimed at obtaining clear understanding what was uttered by the participants. There were two lecturers and eight students involved in Translating Literary Works class who engaged in these interviews. The interviews were conducted individually with the lecturers and the students after teaching process of translating literary works completed. The interviews for the lecturers were conducted on 30 May 2013 and 4 June 2013. There were two lecturers who were engaged in this interview since the class of teaching literary works in this institution was divided into two classes, class 6A and class 6B. The main purpose of the lecturers’ interview was to provide with some additional information that were missed in the
observation. The information includes the students’ identification on the course
materials, the teaching methods applied by the lecturers in the classroom, and the problems faced by the students in learning the Translating Literary Works. In
line with the students’ interview, the first interview was for the students of class A
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30 May 2013. The students were purposively chosen for the interview based on their engagement activity in the discussion class which categorized into very active, active, and not active. The purposive participants chosen were mainly intended to give additional information about the experiences of the students toward the overall activities in learning the literary translation. In addition, in order to maintain the validity of the data, note taking and tape recording were administered during the interview process. The data resulted from the interview were transcribed and organized into each categories. Finally, further description and interpreting of the data were needed to answer research questions number 1 and 2.
3.3.4 Students’ Translation Works
Students’ translation works was the translation results taken from the
students’ translation practices. The data from the students’ translation works
included translation practices of poetry and translation short story. The data were
collected from the students’ home assignment, class translation practices, and middle term test and final test assignments. Students’ translation works derived
from the students‘ translation practices were used to show the authentic evidence
in analyzing the process. The data from the students’ translation works we organized to answer research question number 1 and 2.
3.4 Data Analysis
The data of this research were collected through questionnaire, interview, and observation. The data derived from these techniques were then analyzed by using the techniques proposed by Creswell (2008). There were three steps of data analysis proposed by Creswell (2008), i.e. organizing data, transcribing data, and analyzing data by a hand or a computer. Based on this analysis of data, then, the organization of data taken from questionnaire, interview, and observation included some activities such as developing a matrix or a table, organizing the materials by types of all questionnaires, all interviews, all observation, all documents and all
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photographs or other visual materials. Then, in transcribing the data, the activities covered converting audiotape recordings or field notes into text data. Finally, in analyzing the data by a hand included reading the data, marking the data by hand, and dividing the data into parts. In order to make easier in organizing the data color coding to mark parts of the text was used.
3.4.1 Data from Observation
The observation data were derived from the video recording and note taking activities. The data were organized into three main categories of activity proposed by Duff (1989), namely preparation, in class activity, and comment. The preparation activity focused on the analysis of preparation activities such as choosing the material and learning media and adjusting students seating. In class activities, meanwhile, emphasized on the warming up, class translation, class
discussion, students’ response to the discussion, and the role of lecturers in
discussion. Then, comment activities were focused on the lecturers’ feedbacks to the problem-solutions done by the students in translation practice, the lecturers’
responses to the students’ translation practice, how the lecturers responses to the
problems faced by the students, and how the lecturers evaluate the students’ translation works. The results of the analysis data from the observation were then interpreted in order to know the activities done the students and the lecturers during the process of teaching and learning of Translating Literary Works.
3.4.2 Data from Questionnaire
The data were resulted from this technique were administered by organizing them into some categories based on criteria stated in the questionnaire sheet such as the experiences of the students in learning the literary translation,
students’ understanding of the theoretical aspect of translation, students’ intention
to improve their translation skills, students’ feeling, interest and preference in
learning the literary translation and students’ responses on the process of teaching
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get the answers of the students’ experiences and responses in learning Translating Literary Works.
3.4.3 Data from Interview
Interview data were resulted from the selected students and the lecturers. The data resulted from this technique then be organized into five main steps. First, transcribing data from the file of interview result. Second, reading the transcribed data in order to get know and understand statements conveyed by the students and the lecturers. Third, coding the data having the same category by coloring or signing them. Fourth, categorizing the data based on the categories questioned to the students and the lecturers. Finally, analyzing and interpreting the data based on each category was done in order to find out the supported data to answer research questions 1, 2, 3 and 4.
3.4.4 Data from Students Translation Works
Students’ translation works were derived from the students’ translation
practices and assignments. They were analyzed case by case to look for the problems faced and techniques used by the students. They were also to see the
description about students’ ability in translating the texts. The score of students’
translation works given by the lecturer were then analyzed based on the translation criteria proposed by Salas (2000), translation quality from Nida and
Taber (1969) and student’s translation score by Adab (2000) in Schaffner and Adab (2000:224). The data from the students’ translation works were mainly to answer research question number 1 about translation competences and 2 about teaching process.
3.5 Conclusion
This chapter has discussed the research methodology applied in this research. This research methodology is considered as the fundamental part of the research since it covers research design, research site and participant, data
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collection and procedures, and data analysis. In line with this methodology, the analysis and discussion of the research findings were underlined.
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CONCLUSIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH
5.1 Conclusions
Every teaching process involves the fundamental elements such as knowledge and skill to be acquired. The knowledge in translation teaching refers to the translation competence. The following are the conclusion of the results of discussion in the previous chapter. First, the translation competences taught in TLW classes included linguistic competence, cultural competence, textual competence, subject competence, research competence, and transfer competence. Every translation competence was implicitly taught in TLW classes. The lecturers did not state directly to the students about the competences that they learned. These competences were discussed case by case during the class discussion session. As a result, not all of the competences got the same emphasis in the class. For example, research and transfer competence were considered to be given more emphasis in TLW classes.
The research competence in the TLW classes was built by focusing on how the students decided the techniques in solving the problems found in the literary translation practices. For example, how the students solved the problems related to pragmatic translation problems, such as the cultural bound terms and poetic language; intercultural translation problems, e.g. differences in vocabulary, syntax and supra-segmental features of two languages and text specific translation problems.
Meanwhile, according to the students’ experiences in TLW classes, the transfer competence was taught by introducing and practicing the students to the poetic language through translating poetry. From the process of the students’ practice of poetic language, the students found that the techniques such as searching the equal words in the dictionary or thesaurus, comparing and contrasting the equal words, composing the rhyming patterns, avoiding the
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complexity of words or phrases and using the unique words could be used to solve the problems emerged in literary translation.
Second, the succes of teaching process correlates to the material and preparation and development, procedures, and evaluations applied by the lecturers. The two lecturers of TLW classes had different ways in preparing and developing the teaching materials. RL1 asked for the students to negotiate the theme of text that would be the topic in translation practice. RL2, meanwhile, had decided the teaching material in the syllabus formulated. However, both of the lecturers had the same procedures applied in TLW classes. The procedures were designed in the specific patterns of teaching which were conducted in five stages of teaching activities: (1) doing theoretical sensitization; (2) doing translation practice; (3) presenting the students’ works; (4) sharing and discussing students’ experiences; and (5) providing feedback for the students.
Third, the evaluation to the TLW classes was done by the lecturers to
evaluate the students’ translation activities viewed from the translation as a
process and product. As a process, the evaluation was purposed to: (1) develop
the students’ competences and the production of literary translation; (2) build
students’ awareness of the differences of transfer strategies; and (3) train the
students’ ability to select the solutions of the translation problems. The evaluation
of process was categorized into oral analysis feedback (Dollerup, 1994) since it included class presentation and discussion to share their translation works and to
give criticism to their fellow’s translation works. In addition, as a product, the
evaluation applied was the evaluation as a media to give the feedback of the product resulted by the students. The evaluation was known as a feedback form (Dollerup, 1994:129-130). The evaluation focused on the students’ translation works as the result of the students’ translation practices. The main purpose of the evaluation was to assess the students’ translation quality through analyzing the translation errors made by the students in translation the texts. For the purpose of giving evaluation standard, the criteria of evaluation were needed. The evaluation of students’ works in TLW classes applied the criteria of evaluation proposed by
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Salas (2000) and the score of student’s translation works by Adab (2000) in
Schaffner and Adab (2000).
Fourth, the students’ responses in general, compared with the other terms the class activities placed the highest good responses based on the reasons: (1) the class sharing and discussion activities facilitated the students to see the other
fellow students’ works so that they could compare them to see the differences,
analyze the differences, know the problems and techniques used in solving the problems; (2) translation tasks given by the lecturers had some advantages for them, for example, improved their translation skill, practiced to apply the theories that have been learned, gave translation training to know the level of translation difficulties, and developed their vocabularies. TLW classes were also considered to be challenging based on the following reasons: (1) the class was good in developing the understanding of doing quality translation; (2) types of materials presented in class were interesting, e.g. translating poems, short story, and comic scripts; (3) Teaching and learning processes were not monotonous, easily understood, and relevant with the syllabus; (4) Class activities were organized with interesting activities, e.g. reading the translated version of the poem, sharing experiences of their unique challenges; (5) the lecturers facilitated the students to the understanding the texts by true understanding of literary texts; (6) The classes discussed and learned some techniques how to make a poetic language in the target language of the poems; (7) The classes also discussed and learned some techniques on how to handle cultural bound words and the words relevant with the culture of other people; and (8) Students were interested to study translating of literary works because they actually like literature.
5.2 Recommendations for Further Research
In accordance with the research findings and discussions presented in Chapter IV and the conclusions of the research written in Chapter V, it is recommended that translators, translation practitioners, lecturers of translation courses, students taking translation courses, and those who are interested in
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translation studies conduct a thorough research and the researchers play roles as participants so that they can experience the real conditions of the classroom in order to arrive in better and more accurate research findings and conclusions.
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(2)
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Grosman, M. (1994). Cross-cultural awareness: focusing on otherness. In Dollerup, C. and Lindegaard, A (eds.). Teaching translation and
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