THE TRANSLATION ACCURACY OF AN ECONOMIC TEXT BY STUDENT TRANSLATORS AND PAID TRANSLATORS RELATED TO THE TRANSLATOR’S COMPETENCE AN UNDERGRADUATE THESIS
THE TRANSLATION ACCURACY OF AN ECONOMIC TEXT
BY STUDENT TRANSLATORS AND PAID TRANSLATORS
RELATED TO THE TRANSLATOR’S COMPETENCE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By
SCHOLASTICA ARDYANNITA SUWARDHANIS
Student Number: 044214140 Student Registration Number:
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2011
THE TRANSLATION ACCURACY OF AN ECONOMIC TEXT
BY STUDENT TRANSLATORS AND PAID TRANSLATORS
RELATED TO THE TRANSLATOR’S COMPETENCE
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By
SCHOLASTICA ARDYANNITA SUWARDHANIS
Student Number: 044214140 Student Registration Number:
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2011
A Sarjana Sastra Undergraduate Thesis
THE TRANSLATION ACCURACY OF AN ECONOMIC TEXT
BY STUDENT TRANSLATORS AND PAID TRANSLATORS
RELATED TO THE TRANSLATOR’S COMPETENCE
By
SCHOLASTICA ARDYANNITA SUWARDHANIS
Student Number: 044214140 Student registration Number:
Approved by J. Harris Hermansyah Setiajid, S.S., M.Hum. September 16, 2011 Advisor Dr. Fr. B. Alip, M.Pd., M.A. September 16, 2011 Co-advisor
A Sarjana Sastra Undergraduate Thesis
THE TRANSLATION ACCURACY OF AN ECONOMIC TEXT BY STUDENT TRANSLATORS AND PAID TRANSLATORS RELATED TO THE TRANSLATOR’S COMPETENCE
By
SCHOLASTICA ARDYANNITA SUWARDHANIS
Student Number: 044214140 Student Registration Number:
Defended before the Board of Examiners On 29 September 2011
And Declared Acceptable
BOARD OF EXAMINERS Name Signature
Chairman : Dr. Fr. Br. Alip, M.Pd., M.A. _______________ Secretary : Drs. Hirmawan Wijanarko, M.Hum. _______________ Member : Adventina Putranti, S.S., M.Hum. _______________ Member : J. Harris Hermansyah Setiajid, S.S., M.Hum. _______________ Member : Dr. Fr. Br. Alip, M.Pd., M.A. _______________
Yogyakarta, 30 September 2011 Faculty of Letters
Sanata Dharma University Dean Dr. Praptomo Baryadi Isodarus, M.Hum.
Ya, selamat berjuang…!
Selalu ojo wedi, Jesus ada di dirimu.
(My beloved mother and father, September 29, 2011)
Triumph, Try with the big UMPH...!!!
- Memphis, Happy Feet-
This imperfect work
is dedicated for
The incredibles: mama, ayah and my little
brother
LE EMBAR PE ERNYATA AAN PERS SETUJUAN N
PUBL LIKASI KA ARYA ILM MIAH UNT TUK KEPE ENTINGAN N AKADEM MIS
Yang bert anda tangan n dibawah in ni, saya ma ahasiswa Un niversitas Sa anata Dharm ma: Na ama : Scho olastica Ardy yannita Suw wardhanis No omor : 0442 214140
Demi pen ngembangan n ilmu pen ngetahuan, saya mem mberikan ke epada Perp pustakaan Universita as Sanata Dh harma kary ya ilmiah say ya yang berj rjudul:
TH HE TRAN SLATION ACCURA ACY OF AN N ECONOM MIC TEXT T
BY STUDE B ENT TRAN NSLATORS S AND PAIID TRANS SLATORS
RELAT ED TO TH HE TRANS SLATOR’S S COMPET TENCE
Beserta pe erangkat ya ang diperlu ukan (bila a ada). Denga an demikian n saya mem mberikan kepada Pe erpustakaan Universitas s Sanata Dh harma hak u untuk menyi impan, men ngalihkan dalam b entuk me dia lain, mengelola anya dalam m bentuk pangkala an data, mendistrib busikan seca ara terbatas s, dan memp publikasikan nnya di inte ernet atau m media lain untuk kep entingan ak kademis tan npa perlu me eminta ijin dari saya m maupun mem mberikan royalti kep pada saya se elama tetap mencantum mkan nama saya sebaga ai penulis.
Demikian pernyataan n ini yang sa aya buat den ngan sebena arnya. Di buat di Yogyakart ta Pada tangg gal 30 Septe ember 2011
1 Yang men nyatakan Scholastic ca Ardyanni ita Suwardh hanis
ACKNOWLEDGEMENTS
First and the foremost, my deepest gratitude goes to Heavenly and Gracious Father for giving me grace, blessings and guidance in finishing this thesis. Secondly, my deepest gratitude goes to the incredible family, my beloved mama, ayah and my little brother who always give plentiful love and support. Mama and ayah, what can I say and I do to repay all of what you’ve done for me. I am lucky to be your daughter.
My little brother, who gives me inspirations, thanks for your lot of helps.
Thirdly, I would like to express my gratitude firstly for my advisor Pak Harris Hermansyah Setiajid, S.S., M.Hum. who patiently assisted me through long way in finishing this thesis. He enabled me to write this thesis by giving suggestion and lending me the significant material for unlimited time in return. Secondly goes for Pak Dr. Fr. B. Alip, M.Pd,. M.A. as my co-advisor. I thank him for the suggestions which really help me to improve my thesis. And thirdly goes for Bu Adventina Putranti, S.S., M.Hum as my examiner. I also thank to all of the lecturers and secretariat staff, Mbak Ninik in the English Letters Department.
Fourthly, I would like to express my gratitude to my respondents, Elizabeth Nana, Yosua Elia, Diksita Galuh, Mauritius Kartono, Paulus Guntur, Wahyu Riyatno, Yosephina and Benedicta Sheila who helped me in translating the data in my thesis.
Without them, my thesis will never exist. Thanks a lot, friend. My gratitude also goes for Mbak Ari and Tante Widi who spared the time to help me. I really appreciate their comments and suggestions to make my thesis better.
Fifthly, special thanks go to my friends who always support me in every condition. For “the last one standing of class 2004,” Dita, Dyah, Atik, Wawan, Adit, Angga Ang-ong, Iin, Mbak Dewi, Minto, Tuti, Ade, Pak Topik, this is our time, friend. For Mbak Ayu, cik Hilda, cik Vina, cik Lucy, cik Ailly and didi Reena, although the distances do us apart, I know that you always support me. I miss our moment together. And now, I proudly write your name in my thesis. For GKS gank and former members of natalku hijau, Mbak Nena, Mbak Ajeng and sodara Fajar, thanks for plentiful support, laugh and craziness. That really helped to refresh my stuck moment. Mas Wind, Sari and all friends whom cannot be mentioned one by one, thanks a lot for supporting me non-stop.
And last but not least, for my bestest friend in whole world who colors my life, I am so lucky to have you. Thanks for many things, sweet.
Scholastica A S.
TABLE OF CONTENTS
TITLE PAGE .............................................................................................................. i
APPROVAL PAGE ................................................................................................... ii
ACCEPTANCE PAGE ............................................................................................. iii
MOTTO PAGE ......................................................................................................... iv
DEDICATION PAGE ................................................................................................ v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS ............................................................ vi
ACKNOWLEDGEMENTS ..................................................................................... vii
TABLE OF CONTENTS .......................................................................................... ix
LIST OF TABLES, DIAGRAMS AND CHARTS ................................................. xi
ABSTRACT ............................................................................................................. xiv
ABSTRAK ................................................................................................................ xv
CHAPTER I: INTRODUCTION ............................................................................. 1
A. Background of the Study .................................................................................. 1 B. Problem Formulation ........................................................................................4 C. Objectives of the Study .................................................................................... 4
D. Definition of Terms .......................................................................................... 5
CHAPTER II: THEORETICAL REVIEW ............................................................ 6
A. Review of Related Studies ............................................................................... 6 B. Review of Related Theories ............................................................................. 91. Definition of Translation .............................................................................. 9
2. Translation Method for Scientific Text ..................................................... 10
3. Translation Assessment ............................................................................. 12
a. General Translation Assessment ........................................................... 12
b. Particular Translation Assessment ........................................................ 15
4. Translation Competence ............................................................................ 15 C. Theoretical Framework ..................................................................................
18 D. Research Framework ......................................................................................
20 CHAPTER III: METHODOLOGY ....................................................................... 21
A. Object of the Study ......................................................................................... 21 B. Method of Study .............................................................................................
22 C. Research Procedure ........................................................................................
22
CHAPTER IV: ANALYSIS .................................................................................... 28
A. The Accuracy Analysis on the Translation of Economic Text Done by
Student Translator and Paid Translator .......................................................... 29
B. The Student and Paid Translator’s Competence in Translating Economic Text Based on the Syllabus of Translation Course in English Letter Sanata
Dharma University ......................................................................................... 57
1. The Syllabus of Translation Course in English Letter Sanata Dharma University .................................................................................................. 58
2. The Student Translator’s Competence ...................................................... 59
3. The Paid Translator Competence .............................................................. 70
CHAPTER V: CONCLUSION ............................................................................... 80
BIBLIOGRAPHY .................................................................................................... 83APPENDICES .......................................................................................................... 85
APPENDIX 1: THE SOURCE TEXT ............................................................... 85 APPENDIX 2: DATA AND SCORE ................................................................ 86 APPENDIX 3: ASSESMENT SCORE ............................................................ 103 APPENDIX 4: THE SYLLABUS OF TRANSLATION COURSE IN ENGLISH LETTER SANATA DHARMA UNIVERSITY ........................ 110
LIST OF TABLES, DIAGRAMS AND CHARTS
LIST OF TABLESTable 1. Translation Assessment Table ..................................................................... 14 Table 2. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 1. ..................................................... 30 Table 3. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 2. ..................................................... 31 Table 4. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 4. ..................................................... 32 Table 5. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 5. ..................................................... 34 Table 6. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 6. ..................................................... 35 Table 7. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 7. ..................................................... 36 Table 8. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 8. ..................................................... 37 Table 9. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 9. ..................................................... 38 Table 10. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 10. ................................................... 39 Table 11. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 11. ................................................... 41 Table 12. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 12. ................................................... 42 Table 13. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 13. ................................................... 44 Table 14. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 14. ................................................... 45 Table 15. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 15. ................................................... 47 Table 16. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 16. ................................................... 48 Table 17. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 17. ................................................... 49
Table 18. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 18. ................................................... 50 Table 19. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 19. ................................................... 51 Table 20. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 20. ................................................... 52 Table 21. Comparison of Translation Accuracy Score between Student Translator and Paid Translator in Translating ST 21. ................................................... 53 Table 22. Student Translator’s Competence in Translating Noun Cluster in ST 10 .. 61 Table 23. Student Translator’s Competence in Translating Noun Cluster in ST 13 .. 61 Table 24. Student Translator’s Competence in Translating Relative Clause in ST 12 .................................................................................................................. 62 Table 25. Student Translator’s Competence in Translating Noun Phrase in ST 12 .. 62 Table 26. Student Translator’s Competence in Translating Noun Phrase in ST 19 .. 63 Table 27. Student Translator’s Competence in Translating Reference in ST 16 ....... 64 Table 28. Student Translator’s Competence in Translating Reference in ST 8 ......... 64 Table 29. Student Translator’s Competence in Translating Reference in ST 9 ......... 65 Table 30. Student Translator’s Competence in Translating Reference in ST 14 ....... 65 Table 31. Student Translator’s Competence in Translating Reference in ST 13 ....... 65 Table 32. Student Translator’s Competence in Translating Reference in ST 16 ....... 66 Table 33. Student Translator’s Competence in Translating Conjunction Mark in
ST 5, 12 and 13 ............................................................................................ 66 Table 34. Student Translator’s Competence in Translating Conjunction Mark in
ST 11 ............................................................................................................ 67 Table 35. Student Translator’s Competence in Translating Ellipsis Structure in ST 5 .................................................................................................................... 67 Table 36. Student Translator’s Competence in Translating Economic Terms .......... 68 Table 37. Paid Translator’s Competence in Translating Noun Cluster in ST 10 ....... 71 Table 38. Paid Translator’s Competence in Translating Noun Cluster in ST 13 ....... 72 Table 39. Paid Translator’s Competence in Translating Relative Clause in ST 12 ... 72 Table 40. Paid Translator’s Competence in Translating Noun Phrase in ST 12 ........ 73 Table 41. Paid Translator’s Competence in Translating Noun Phrase in ST 19 ........ 73 Table 42. Paid Translator’s Competence in Translating Reference in ST 16 ............ 74 Table 43. Paid Translator’s Competence in Translating Reference in ST 8 .............. 74 Table 44. Paid Translator’s Competence in Translating Reference in ST 9 .............. 74 Table 45. Paid Translator’s Competence in Translating Reference in ST 14 ............ 74 Table 46. Paid Translator’s Competence in Translating Reference in ST 13 ............ 75
Table 47. Paid Translator’s Competence in Translating Reference in ST 16 ............ 75 Table 48. Paid Translator’s Competence in Translating Conjunction Mark in ST 5, 12 and 13 ...................................................................................................... 76 Table 49. Paid Translator’s Competence in Translating Conjunction Mark in ST 11 .................................................................................................................. 76 Table 50. Paid Translator’s Competence in Translating Ellipsis Structure in ST 5 .. 76 Table 51. Paid Translator’s Competence in Translating Economic Terms ............... 77 Table 52. The example of incorrect use of translation machine ............................... 79 Table 53. The example of incorrect use of translation machine ............................... 79
LIST OF DIAGRAMS
Diagram 1. PACTE’s Translator Competence Model 2003 ....................................... 18 Diagram 2. Research Framework Diagram ................................................................. 20
LIST OF CHARTS
Chart 1. The Student Translator’s Accuracy Score ..................................................... 54 Chart 2. The Paid Translator’s Accuracy Score .......................................................... 55
ABSTRACT
SCHOLASTICA A S. The Translation Accuracy of an Economic Text by Student
Translators and Paid Translators Related to the Translator’s Competence.
Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2011.Concerning to the important role of translation in conveying meaning, a translation should be accurate. Accuracy is considered important because it deals with meaning delivery from source language to target language. This study is to compare translation accuracy of an economic text which is translated by student translators and paid translators. It is related to translator’s competence since student translators and paid translators have different background. Student translators are considered to have theoretical knowledge about translation. On the other hand, paid translators are considered not to have the knowledge about translation, but they offer services in translating text.
There are two problems analyzed in this study. The first problem is how accurate the translation of an economic text is translated by student translators and paid translators. It is used to know whether student translators or paid translators who are more accurate. The second problem is how the student and paid translator’s competence is in translating text based on the syllabus of translation course in English Letter Sanata Dharma University.
The methodologies applied in this study are the combination of field and library research. The field research is applied to get the translation of economic text. There are two kinds of field research, the first is to get the translation of economic text from student translators and the second is from paid translator. The library research is applied theories and information which are used in the analysis.
The result of the analysis points out that the translation done by student translators is more accurate than the translation done by paid translators. The accuracy score of the translation of student translators is 60.1, while the accuracy score of the translation of paid translators is 53.9. Both scores are categorized into fair translation category. It means that the translations are inaccurate.
Thus, it can be said that student translators’ competence is low. In the second section of analysis in chapter four is pointed out that bilingual sub-competence of student translator is weak. This finding is not expected since student translator has taken translation course. Paid translators’ competence is lower. In the analysis is pointed out that it is not only bilingual sub-competence which is worse, but also knowledge about translation sub-competence and instrumental sub-competence is worse.
ABSTRAK
SCHOLASTICA A S. The Translation Accuracy of an Economic Text by Student
Translators and Paid Translators Related to the Translator’s Competence.
Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2011.Sehubungan dengan pentingnya peran terjemahan dalam menyampaikan pesan, terjemahan seharusnya akurat. Keakuratan dianggap penting karena berhubungan dengan penyampaian pesan dari bahasa sumber ke bahasa sasaran. Pada skripsi ini dibandingkan keakuratan teks ekonomi terjemahan mahasiswa dengan keakuratan teks ekonomi terjemahan penerjemah berbayar. Keakuratan dihubungkan dengan kompetensi penerjemah karena penerjemah mahasiswa dan penerjemah berbayar mempunyai latar belakang yang berbeda. Mahasiswa dianggap mempunyai latar belakang teori menerjemahkan. Sebaliknya, penerjemah berbayar tidak mempunyai pengetahuan tentang penerjemahan, tetapi mereka menawarkan jasa penerjemahan teks.
Ada dua permasalahan yang dianalisis pada skripsi ini. Permasalah pertama adalah bagaimana mahasiswa dan penerjemah berbayar menerjemahkan ekonomi teks. Hal ini dimaksudkan untuk mengetahui siapakah yang lebih akurat dalam menerjemahkan teks ekonomi. Permasalah kedua adalah bagaimana kompetensi penerjemah berdasarkan silabus mata kuliah terjemah Jurusan Sastra Inggris Universitas Sanata Dharma.
Metodologi yang digunakan pada skripsi ini adalah gabungan antara metode studi lapangan dan metode studi pustaka. Metode yang pertama digunakan untuk mendapatkan terjemahan teks ekonomi. ada dua macam studi lapangan yang digunakan, yang pertama untuk mendapatkan terjemahn dari mahasiswa dan yang kedua untuk mendapatkan terjemahan dari penerjemah berbayar. Metode studi pustaka digunakan untuk mendapatkan teori dan informasi yang digunakan dalam analisis.
Hasil dari analisis menunjukan bahwa terjemahan mahasiswa lebih akurat dari pada terjemahan penerjemah berbayar. Nilai keakuratan dari terjemahan mahasiswa adalah 60,1, sedangkan nilai keakuratan dari terjemahan penerjemah berbayar adalah 53,9. Keduanya dikategorikan dalam kategori terjemahan cukup yang berarti terjemahan tersebut tidak akurat.
Dengan demikian dapat dikatakan bahwa kompetensi mahasiswa dalam menerjemahkan rendah. Pada analisis di bab empat bagian kedua menunjukan bahwa sub-kompetensi bilingual mahasiswa lemah. Hasil ini tidak diharapkan karena mahasiswa sudah mendaptkan mata kuliah terjemahan. Kompetensi penerjemah berbayar lebih rendah. Pada analisis ditunujkan bahwa tidak hanya sub-kompetensi bilingual saja yang buruk tetapi sub-komptensi knowledge about language dan sub- kompetensi instrumental juga buruk.
CHAPTER I INTRODUCTION A. Background of the Study The finding of an inscription in two languages in 3000 BC that showed the
first translation activity and the translation done by the Romans in order to imitate Greek’s culture are the proofs that translation has been done for a long time (Newmark 1981: 3). Nowadays, translations are widely done as the consequences of the development. Many translated books, novels or magazines from foreign countries are easily found in library or bookshops are the proof of translation development. Instead of imitating one’s culture, translation now tends to fulfill the needs of communication, considering that translation involves language and language is the medium for communication. What is meant by communication is not only oral communication that is spoken, but also written text which has messages that need to be delivered. As there are many different languages, translation takes an important role in delivering messages for communication.
Translation focuses on meaning transfer. Regarding that in a language there is no absolute synonymy of a word, it is also not easy to get the most equivalent word in two different languages in order to transfer meaning precisely.
Because of the important role of translation in delivering message and the absence of absolute synonymy of a word, therefore a translation needs to be tested to know whether it has conveyed the meaning or not. When a translation, in conveying
meaning, is closer to the intended meaning, it is considered a good translation.
According to Larson, a good translation must have clarity, naturalness and accuracy (1984: 485). Clarity means that a translation should be clear for the target language (TL) reader, therefore by reading the TL text, the reader understand what is actually the source language (SL) wants to say. Naturalness means that a translation should not sound strange for the TL text reader. It should sound natural, as if it were not a translation. Accuracy is the most important since a translation maybe clear and sound natural, but what is the use if it is not accurate at all. Due to the importance of accuracy, this study focuses on it.
Accuracy is considered important in a translation because, first, accurate relates to message delivery of a text from SL text into TL text. As stated in previous paragraph that accuracy means the state of being correct in finding equivalent of word, the message delivery is done by replacing a word in SL with a TL word which contain the same meaning. Thus the message in SL is still preserved in TL. In other words, accuracy relates to faithfulness toward the SL. The second reason is that being accurate, misunderstanding can be avoided. Since there is no absolute synonymy, finding equivalent word is not an easy job. As a consequence, it is easy for a translator to make mistake which result in different meaning in the TL text. Therefore, attention needs to be paid to accuracy.
This study is to compare translation done by paid translator and the student translator, to know how accurate the translation is in order to measure the competence of the translator. Here the paid translator is the translator who offers their service in
translating with money in return and the student translator is the student of Department of English of Sanata Dharma University who has taken translation subject. The paid translator and the student translator are chosen to translate the text in this study because, first, there are many paid translator offer their services in translating. However, the quality of the translator are still questioned because the background is not known, whether they can really master translation or merely understand English or even rely only on transtool program in translating text. The second, the student is chosen because they represent translator who are considered masters of English and have theoretical knowledge about translation.
Since a non-literary text or scientific text is assumed must be translated as close as possible to the source text (ST) and related to the focus of this study, an article of economy which is considered of non-literary text is chosen instead of novel or short story which is considered as literary texts. The reason is first, it does not contain any connotative words, so that it does not allow different interpretation as in literary text. The second, it uses denotative words, so that it is easier for the student to translate. The third reason is that the paid translator mostly translates non-literary text rather than literary text. In addition, the economic text is chosen because it contains economic registers, complex relative clause, and noun phrase which are potential problem in translating. Since the student has acquired lesson to overcome such problems through class, it is assumed the students are able to deal with ST.
In brief, this study is conducted to measure the accuracy of the translation done by the student translator and the paid translator. The result of this study can be used to measure the competency of both translators in translating a text.
B. Problem Formulation
Thus, to focus the discussion, the problems are formulated as follows: How is the accuracy of the economic text translation done by the paid translator 1. and the student translator?
2. How is the Student and Paid Translator’s Competence in Translating Economic Text Based on the Syllabus of Translation Course in English Letter Sanata Dharma University?
Objectives of the Study C.
There are three aims that this study wants to achieve. The first aim is to
measure the accuracy of an economic translation after being translated. In this study the translation is done by the student translator and the paid translator. The second is used to know whether student translators or paid translators who are more accurate. The third is to find out the competency of student and paid translators. In brief, these two objectives of the study help the writer in analyzing the problems.
Definition of Terms D.
Paid translator is a translator who gives services in translating but does not
have special education and trainning about translation. Paid according to Longman Dictionary of Contemporary English is to give someone money for something you have bought or for something they have done for you (2001: 1322). It contrasts with professional translation in the term of special education and trainning. According to Longman Dictionary of Contemporary English, professional means someone who works in a job that requires special education and trainning (2001: 1431).
Student translator is the student of English Department of Sanata Dharma University who is in semester 4 and has taken translation course.
Accuracy according to Nababan is related to how far a source text can be
conveyed correctly into the target text, while according to Newmark, there are two kinds of accuracy. The first is pragmatic accuracy which means the content of ST can be communicated well in the TT. The second is referential accuracy which means the TT does not deviate from the ST. (Setiajid, 2007: 6).
Translation competence is defined by “the underlying system of knowledge
and skills needed to be able to translate” (Beeby, 2003: 92). It is needed to know how reliable a translator in translating text accurately. To be a competent translator is not easy because to produce a good translation there are some requirements are needed. PACTE (Process in Acquisition of Translation Competence) formulates the requirements which should be fulfilled by a translator in order to be a competent translator.
CHAPTER II THEORETICAL REVIEW A. Review of Related Studies The first review is taken from Phenomena written by Adventina Putranti. Her
study Equivalence, Naturalness and Acceptability in Translation: a Brief Discussion
on English-Indonesia Translation
(2007: 106-113) discusses equivalence, naturalness and acceptability. According to her, in translating a text, a translator should consider equivalence, naturalness and acceptability. Equivalence is related to accuracy because equivalence is seen through the accuracy of the message. The study is divided into three parts, the problem of equivalence, the problem of naturalness and the problem of acceptability. In her discussion about equivalence, Putranti mentions where the non-equivalence may occur. First, non-equivalence occurs because of difference in culture which causing different mindset between SL and TL reader. The second non- equivalence may occur at the word level or above the word level. Non-equivalence at the word level means there is no equivalence word for TL of SL word, while non- equivalence above level means the difference between SL and TL in grammatical, structural or lexical patterning. The third, non-equivalence may occur as the result of loss and gain meaning SL when is translated into TL. It occurs because there is no sameness between SL and TL.
In discussing naturalness, she states, “the problems of naturalness mainly occur because of the different system in the SL and TL” (2007: 111). To solve the
problem of naturalness, she suggests modulation as the strategy, which is changing the perspective or point of view. In the last part of her discussion is about acceptability. She states “a good translation should be intended for particular type of readers to make it functional” (2007: 111). It means that to be well functioned, a translation should be fit to the purpose of the text and the reader of the text.
Acceptability problem usually related to cultural bound.
In the conclusion of the study, Putranti states that translation deals with transferring message from SL into TL and it is done by considering equivalence, naturalness and acceptability. To achieve good translation therefore translation strategies are needed, such as modulation is used in overcoming naturalness problem and glossary for untranslated item in overcoming acceptability problem (2007: 113).
The second review is from Guadalupe Acedo Dominguez and Patricia Edwards Rokowski’s study entitled Implication in Translating Economic Text (2002).
According to Dominguez and Rokowski, translation which deals with specific subject such as finance and banking is more complex. This article is intended to point out that first, to make a contextual translation, the lexical relationship between words in financial context is important. The second, to make the process of translation is efficient, specific words are better consulted to specific reference, instead of general dictionaries. The third, context is important when dealing with text which does not allow ambiguity. It must be translated as scientific as the original text. and the last, they state that related elements in the text should work together to get accurate translation (www.accurapid.com, 2011).
The third review, Nababan in his study Translation Process and Strategies:
Two Case Studies as taken from Phenomena (2007: 202-214) discusses the outcome
of translation when it is translated by two different translators. He states that in a translation, “there is interplay between the process, the strategies and the product” (2007: 202). A high quality translation is assumed as the result of a successful translation process and a successful translation process is achieved by applying effective strategies. Since the research is a case study, Nababan takes two translators as the participants who have similar background. Both have an undergraduate degree in English and experience as translator. In his discussion, first, he observes and interviews both participants about how to solve the problem in translation, such as dictionary consultation and what strategies they use; the second, he assesses the translation of both participants. In the conclusion, he states “similarity of background does not guarantee similarity of outcomes” (2007: 213).
Those three reviews are chosen because they are under the same topic with this study. The first review discusses about accuracy which is the focus of this study.
The second review discusses about translating economic text. It is taken since the text used in this research is also economic text. The third review discuss about translation outcome translated by two translators who have similar background. This review is taken since it is related to this study in the term of a text which is translated by two translators. On the other hand, this study discusses about accuracy by comparing translations which is translated by translators who have different background.
Therefore the three reviews can be reference for this study in analyzing the problem.
Review of Related Theories B.
The followings are the theories used in analysis.
1. Definition of Translation
Translation is variously defined by many theorists to understand what translation is. Nida and Taber (1974) as quoted from Suryawinata’s Translation
Bahasan dan Teori Penuntun Prakstis Menerjemahkan
(2003: 12) defines translation as “reproducing in the receptor language the closest natural equivalent of the source language message, first in the terms of meaning and secondly in the terms of style.” It means that the first concern when translating a text is in the equivalent of the meaning, therefore the equivalent word, style, or form can be found to convey the same meaning as the source language’s meaning.
Larson in his book Meaning Based Translation, A Guide to Cross-Language
Equivalence
also proposes similar definition of translation. According to him, translation (1984: 3) is “transferring the meaning of the source language into the receptor language. This is done by going from the form of the first language into the form of the second language by way of semantic structure.” He adds that it is only the meaning which is transferred and it must be constant, while the form changes. Here, what is meant by constant is that the meaning from the SL should be preserved in the TL. And what is meant by form is the language. Therefore, the form changing means the changing of SL into TL.
From the two definitions, it can be derived that translation is about transferring meaning from SL into TL. It is confirmed by Simatupang (1999: 2) who states that translation is
“mengalihkan makna yang terdapat dalam bahasa sumber ke dalam bahasa sasaran dan mewujudkannya kembali di dalam bahasa sasaran dengan bentuk-bentuk yang sewajar mungkin menurut aturan-aturan yang berlaku dalam bahasa sasaran.”
He points out that after the meaning is transferred from SL into TL, it is expressed according to TL’s rule, for instance grammar, to get natural translation. By emphasizing on the meaning transfer, the accuracy is highly achieved.
Translation Method for Scientific Text 2.
In general, accuracy is understood as the faithfulness of meaning conveyed in the TT toward the intended meaning. It can be said that the meaning in the TT should be as close as possible toward the intended meaning. In a translation, accuracy is seen through equivalence. It means that accuracy cannot be achieved when the translation does not use correct equivalent. Therefore, to achieve accuracy, proper method is needed to find correct equivalent. Since in this thesis is used a scientific text (non- literary text), the method which is needed is to achieve accuracy in non-literary text.
In order to know the method to achieve accuracy in translating a scientific text, the thing to consider is that into what text type, a scientific text is belonged to.
Katharina Reiss in her study Text-types, Translation Types and Translation
Assessment
(1977/1989) distinguish three basic types of communicative situation: (a)
Plain communication of facts. The text of this type is intended to transfer news, facts and knowledge. Thus, the translation should transfer the whole original information and “without unnecessary redundancy.” She clarifies that content is primary transferred. In parentheses she states that “this relates to the controversy about target text additions and omissions.” (b) Creative composition, an artistic shaping of the content. This text type is intended to transfer artistic content. (c) The inducing of behavioral responses. The text of this type is intended to give the same effect on the TL reader. The example of this type is advertisement (Hatim, 2004: 184).
Since scientific text is intended to transfer knowledge, it belongs to the first type. It means a scientific text should be translated as close as possible, so that additions or omissions can be avoided. Thus, the content can be conveyed accurately. Semantic translation can be the method to translate a scientific text.
According to Newmark, semantic translation “attempts to render, as closely as the semantic and syntactic structures of the second language allow, the exact contextual meaning of the original” (1981: 39). In other words, it is a translation which in conveying meaning is as close as possible to the TL up to semantic and syntactic structure level of the TL.
For instance is in translating “Cash flows related to tangible fixed assets will
remain inconsequential, due to the small property, plant and equipment base in this
industry”.Since the sentence consists of relative clause and noun phrase, those should be translated in the TL structure of relative clause and noun phrase. Thus, the translation in Indonesian is arus kas yang berhubungan dengan aktiva tetap
berwujud akan tetap tidak penting karena kecilnya dasar properti, pabrik dan dasar
peralatan pada industri ini. The bold is the form of relative clause in Indonesian and
the underlined is the form of noun phrase.3. Translation Assessment
Pedoman Bagi Penerjemah
Machali in stated two kinds of translation assessment (2000 : 119 – 122). They are Translation General Assessment and Translation Particular Assessment.
a. General Translation Assessment There are six aspects in Translation General Assessment to be assessed.
Linguistic Aspect. It is to asses how accurate the translation conveying the
1.