STUDENTS’ STRATEGIES IN TRANSLATING AN ENGLISH TEXT INTO BAHASA INDONESIA : A case study at the English Education Department of FPBS UPI Bandung.
TABLE OF CONTENT
Approval Sheet... i
Declaration of Authorship... ii
Preface ... iii
Acknowledgement ... iv
Abstract ... v
Table of Content ... vi
CHAPTER I: INTRODUCTION ... 1
1.1. Background ... 1
1.2. Aims of the Study ... 4
1.3. Research Questions ... 4
1.4. Scope of the Study ... 4
1.5. Definitions of Key Terms ... 5
1.6. Significances of the Study ... 5
1.7. Organization of the Thesis ... 6
CHAPTER II: LITERATURE REVIEW ... 8
2.1. Introduction ... 8
2.2. Definition of Translation... 8
2.3. Competences in Translation ... 10
2.4. Strategies in Translation ... 20
2.5. The process in Translating Text ... 33
2.6. Problem in Translation ... 35
2.7. Criteria of good Translation ... 39
2.8. Conclusion of the Chapter ... 43
CHAPTER III: METHODOLOGY ... 45
3.1. Research Design... 45
3.2. Site and Participants ... 45
3.3. Techniques of Data Collection ... 46
3.4. Technique of Data Analysis ... 48
3.5. Instrument of the Research ... 50
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CHAPTER IV: FINDINGS AND DISCUSSION... 52
4.1. Introduction ... 52
4.2. Findings and Discussion ... 52
4.2.1. Students’ Strategies in Translation ... 59
4.2.2. Students’ Difficulties in Translation ... 84
4.2.3. Students’ Solutions in Dealing with the Translation Difficulties ... ..89
CHAPTER V: CONCLUSION & RECOMMENDATION .... 94
5.1. Conclusion ... 94
5.2. Recommendation ... 97
References ... 98
Appendices
Apendix 1 The whole English text Apendix 2 The Students’ Whole Texts
Apendix 3 Sentences and the focused units of analysis Apendix 4 Interview Transcription
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1 CHAPTER I INTRODUCTION
1.1. Background
Translation plays a very important role at the present time. It has become a medium to overcome the barriers of multi-cultural and global communication. In this line, Bassnett explains that translation has a crucial role to play in aiding understanding of an increasingly fragmentary world (2002; 1). Without translation, people of across cultural background cannot build a communication very well. Communication can be the daily communication or communication in certain purposes, such as educational communication, political communication, or trading communication. In regard to this, Jumpelt (in Mehta, 2009: 3) states that the twentieth century is the age of translation. It shows how significant translation is.
In the multi-cultural and global communication, English has become the most influential language for all people around the world, including Indonesia. English has been used for different purposes such as in business and education. As a pattern in business area, people in a country that does not have English as the first language, should translate all information about the products or commodities into English when promoting, distributing or trading them to other countries or to global market.
Tian (2004: 1) gives description about other significance of translation. He states that translation is becoming more and more important in international and intercultural activity, for it facilitates mutual understanding among different and
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conflicting racial, ethnic, religious and cultural groups. This is because translation has a function to bridge a communication among different people with different language and culture. For this reason, then he adds that, training translator turns into an important mission, and translation teachers are, indeed, indirectly making contribution to the world peace. Briefly to say, through translation people from different place and background can understand each other.
Without translation, the information available in the research finding will not be known and used by other people as it should be. Then it can make them not able to find the continuity or to develop it for public interest. In fact, translation studies have been applied and taught in this country since long time ago following with the English teaching development. It is because translation study is not an independent program. It is just a kind of subject involved in language or linguistic program. However, most English teachers and linguists cannot do translation well. Simply to say, translation study needs a new orientation or focus in its teaching or training.
Following the development of language and linguistics faculty, beside the awareness of its role at present time, translation study has a new broad position. Beside it is a subject that is studied in language or linguistics program in which it is taught twice (for example translation I and II) in certain grade or semester of a whole education program, translation itself, in certain universities, has stood as a program under language and linguistic faculty in which translation is taught more than usual.
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In general, the students in translation program and those who are not, learn many things related to translation theory and its application in the field. Briefly, they are taught and trained how to translate well or to produce good text of translation in the target language. This, however, doesn’t guarantee the students to be able to produce good translation and do not have problems in translating text. This because producing a written text using another text as a basis is a much more complex phenomenon than what is commonly believed (Dominguez and Rokowski, 2003: 1).
In translating a given text from a source language for a good one in target language needs some competences and also strategies. Competences of translation are like the ingredients to do the task. In other word, without translation competences, nothing translator can do in translation. Meanwhile strategies are methods used to do translation. Strategies that are used in a certain translation constitute the reflection of the translator’s competences. And in translation, every one usually has different strategy from others in doing translation and in coping the problems or difficulties he or she deals with in translating text. In this line, this research is, intentionally, conducted to investigate the students’ strategies in translating an English text into bahasa Indonesia which is reflected through their translated text and to find out the difficulties they deal with, and also the way how they cope the difficulties in their translation activity.
It is really expected that the findings of this research will inform the readers the strategies of translation reflected in the students’ works and also the basic difficulties of translation every translator usually deals with in general and more
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specific is in giving contribution to students’ translation competence development in translation class. At least it can help the instructors to find the primary focus on translation instruction.
1.2. Research questions
Based on the description in background above, this research addresses three questions to find the answers. The questions are as follows:
1. What strategies do the students apply in their translation activity? 2. What difficulties or problems do the students deal with in translating
English text into Indonesian?
3. How do the students cope with the problems? 1.3. Aims of the study
This study, basically, aims to:
1. identify the students’ strategies in translating an English text into bahasa Indonesia.
2. explore the difficulties encountered by students in translation activity. 3. investigate the factors of the difficulties and how to cope them. 1.4. Scope of the study
To reach any goal, each one needs competences and strategies to be used. The strategies can be different from one to another in reaching the same goal. In making good translation, the translators need some competences, strategies, methods and procedures. However, this research focuses on the strategies or procedures applied by the students or participants in translating English text into bahasa Indonesia, and the problem they deal with in their activity.
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5 1.5. Significances of the study
The result of this study is expected to give information related to translation in EFL classroom, especially:
1. to give new consciousness to students and teachers of the importance of translation in Foreign Language Teaching, especially for English Language Teaching.
2. to inform the readers what important strategies play in making good translation.
3. to solve the difficulties that the students encounter in translation classroom.
4. to give input information for designing new concern of translation in ELT.
5. to help the teacher in developing the students capability in English learning through translation beside to become the qualified and excellent translators.
1.6. Definition of key terms
There are some key terms used in this thesis writing that are very important for the readers to understand in order to avoid their misinterpretation. On other word, the writer wants to specify the definitions of the important key terms to ease the reader in reading this report. The terms are as follows:
• Translation, refers to a process to transfer or to render the written text from a language (SL) to other language (TL) without changing the
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meaning.Translating refers to the activity or the act of process to transfer the text from source language (SL) to target language (TL). • Strategies are commonly known and used in some fields such as in
warfare, business, play or teaching and learning as the ways or methods to reach a goal or target. At present time, stategies are also generally called as tactics, techniques and procedures as well. However, strategies in this study refer to the procedures the translators employ in order to solve the problems he or she deals with in translating a text from source language (SL) to target language (TL) to make good end; good translation.
• Competences refer to the skills or ability owned by the students or translators to translate text of a source language (SL) into target language (TL). The competences in this term are like linguistic competence, textual competence, subject competence, cultural competence and transfer competence.
• Problems or difficulties refer to all obstacles that the students have while doing a translation task, namely from English into bahasa Indonesia.
1.7. Organization of the Thesis
This thesis comprises of five chapters. The description is as follows:
Chapter I puts forward the introduction of the study that involves the description of research question, scope of the study, purpose of the study,
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significances of the study, the explanation of key terms and organization of the thesis writing as well.
Chapter II describes some theories of translation related to the research. The theories are like the definition of translation, competences in translation, strategies or procedures in translation, the process in translating text, problems in translation, text types and the criteria of good translation.
Chapter III is about methodology that consists of research design, site and participants of the study, techniques of data collection and techniques of data analysis. While the chapter IV reveals the findings of the research and its discussions. And chapter V draws the conclusions of the research and presents the recommendation for further research.
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46 CHAPTER III METHODOLOGY
In this chapter, the methodology such as research design, site and participants of the study, the technique of collecting and analysis the data are discussed.
3.1 Research design
This study employed the descriptive qualitative method, this because the data collected were in the form of words rather than numbers, namely the students’ translation work and the transcript of interview. Therefore, the researcher considers that the descriptive qualitative method was the appropriate method for this study. Shortly, it is because the researcher in this study analyzed the data descriptively to reach the aims of the study.
3.2 Site and participants
This study was conducted at the English Department of FPBS UPI, where the participants consisted of six students of the seventh semester. They were chosen by some reasons, such as; firstly, they had passed the subject of translation, either Translation I or Translation II. It was considered that they had understood the basic concept of translation theory. At least they know how to translate well. Besides, the students in this level, of course, have much better English understanding than the students of the lower semester. They have passed and they have had longer experiences in English language learning than the lower
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ones. By having these attributes, the students automatically, will perform better translation work.
The researcher chose the English Program of FPBS at UPI as the site of this study for the reason that, the researcher is also a student at this university. He has been studying here for about two years and a half, in which the researcher hoped to get access easily to the research site.
3.3 Techniques of data collection
As explained before that this research attempted to find out the students’ strategies or procedures in translation and the problems they deal with in translating and also how they solve it. To collect the data the researcher needed documents or the students’ text of translation to see the strategies applied in their translation work. Then, in terms of difficulties they deal with, the researcher should ask it directly to the participants. This is why, the researcher employed two types of data collection techniques, namely documentation and interview. The documents, in this case, refer to the students or participants’ translation as the main data.
The text given to the participants as the main data source was an informative text. It is a short article entitled Nutmeg. The time given to the students to translate the text was about 3 hours. This was by considering that translation is not an easy job. Besides, the researcher intended to give enough time to students to produce good translation. The students worked from about 02.30 pm to 06 at Post-Graduate School Building floor 5.
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Then to collect more the data, the researcher also used the interview data collection technique. This was based on an assumption that interviewing is a powerful way of helping people or participant to make explicit things that have hither to been implicit – to articulate their tacit perceptions, feelings and understandings (Arksey and Knight, in Gray, 2004:214). In line with this, Alwasilah explains that through interview, the researcher can gain in-depth information namely because of some reasons below.
1. The researcher can explain or pharaphrase the question that the respondent does not understand.
2. The researcher can give the follow-up questions.
3. The respondents tend to respond if the questions are given.
4. The respondent can tell what happened in the past and what happen next (2000: 154).
In terms of interview, in this research, researcher employed the semi-structured interviews, in which the researcher as the interviewer had a clear list of issues to be addressed and questions to be answered related to the participants’ translation activity. The researcher by conducting this type of interview, hoped that the more communicative situation is created as well. In line with this, as stated by Denscombe (2007: 176) that with the semi-structured interview the interviewer is prepared to be flexible in terms of the order in which the topics are considered, and, perhaps more significantly, to let the interviewee develop ideas and speak more widely on the issues raised by the researcher. The questions used in interviews were written in bahasa Indonesia. This meant to avoid the
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interviewee’s misunderstanding. They were also asked to give responses in bahasa Indonesia.
In the interviewing activity, besides using an audio recorder, the researcher also took notes on the students’ responses and expressions that couldn’t be recorded during the process of interview. The interview was done after the students finished the task of translation. This was intentionally done to have more accurate data related to the students feeling while translating and also their understanding of the text and the difficulties they dealt with in their work. In other word, the researcher attempted to avoid missing data which the participants forget to explain to the researcher. The students who were first to be interviewed were those who had finished the task. The questions used in this interview had been showed to the students before they started to do their activity to make them know what to prepare for the interview.
Several days before the day where they worked on, the researcher and participants who had been recruited, had a briefing for discussing what they were going to do in the project, and to find out the spire time all they have for deciding the day and place of the activity and what required in it.
The participants, in doing the task, were allowed to use dictionaries and working on their own notebook or laptop that they brought from home. This was intentionally done to help them to do translation and also to ease the researcher then in dealing with the data.
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The data analysis was performed through certain techniques in accordance with the type and purpose of the data. The discussion of the techniques used in analyzing data was divided in two sessions. They are the analysis of the participants’ texts or translations and the analysis of the interview.
3.4.1 Data from the participants’ texts
All the data collected from the students’ translation work were analyzed by using descriptive method. This study was a content analysis in which as stated by Fraenkel and Norman that content analysis just what its name implies analysis of the written or visual contents of a document (1990: 371). The document in this case is the students’ translations.
The students’ texts were first divided into smaller units. The smaller units refer to sentences, phrases, and even word that construct the text. This is because this research intent to find out the strategies or procedures of translation, which is concerned with sentences, clauses, phrases and words as well (Machali, 2009: 92) not the text entirely. Basically, this documents analysis focus on the research question number (1), namely related to the students’ procedures or strategies.
In terms of this, the researcher divided the text into 100 samples in form of sentences and the smaller units. Because this is a descriptive study, in which according to Fraenkel and Wallen (1993: 37) a descriptive study must have at least 100 subjects.
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In calculating the total number and percentage of each strategies or procedures found in the students’ translation, the researcher used the following formula:
Where:
P = Number of percentage
F = Frequency of the strategies or procedures N = Number of whole samples
3.4.2 Data from the interviews
Besides, the document of the students’ translation, the data gathered from interview were also analyzed to support the data of students’ translation work. The interview data were the data in which, of course, could’t be found directly on the documents. These were related to the students’ or participants’ perceptions, feelings and problems when translating the text. In this case, this type of data focused on the research questions number (2) and (3) namely about the difficulties in translating text and how they cope with it. The data from interview were transcribed before being analyzed. The transcripts can be seen at Appendices.
3.5 Instrument of the research
A text that consisted of twelve paragraphs (38 sentences and 908 words) was used as the instrument of this study, in which there were 100 focused units of analysis namely in level of words and phrases. The
P = F x 100% N
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classification based on the focus of the unit of analysis of words or phrases as follows:
No Words and phrases Amounts Percentage
1 Noun/Noun Phrase 74 items (11 proper names)
74%
2 Verb/verb Phrase 15 items 15%
3 Adjective 2 items 2%
4 Article 1 item 1%
5 Adverbial Phrase 4 items 4%
6 Pronoun 3 items 3%
7 Conjunction 1 item 1%
Total 100 items 100%
Illustrated in the Chart below.
The type of this text is informative. It was an article describes the nutmeg. The text can be seen in the Appendices. The researcher, intentionally, used this text type because the researcher thought that this text type is more commonly found in academic daily life. Besides, this text type was considered very easy than the other ones.
74% 15%
2%
1% 4% 3% 1%
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To obtain the data in interview, the researcher addressed some questions (see in appendices). The questions were written in bahasa Indonesia to avoid the interviewee or the respondents’ misinterpretation.
3.6 Conclusion
This chapter has expounded the methodological description of the study, which covers research design, site and participants involved, techniques of data collection and techniques of data analysis employed in the study. Furthermore, the instrument of the study is also included in this chapter. Then the next chapter will expose the findings of the research and its discussions.
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97 CHAPTER V
CONCLUSIONS AND RECOMMENDATION
5.1 Conclusions
This thesis reports the result of the study in meeting its purposes. The purpose of this study was to discover what strategies or procedures applied by students in translating an English text into bahasa Indonesia, and what problems they deal with in the translation activity, then how they cope with it.
There are some significant findings of this research that have been explained in the previous chapter related to the strategies or procedures of translation applied by the students, the problems they dealt with and the solution taken in the process of doing translation.
In terms of students strategies, again, it was found Shift or Transposition (20.6%), Couplet (18.83%), Literal translation (15%), Borrowing or Transference (12.5%), Reduction 12%, Expansion (10.16%), Paraphrase (6%), Naturalization (3.83%), and Modulation (0.16%) applied by students in their translation of units of the text in level of words and phrases.
From the findings of the research, it is concluded that different students applied different procedures in dealing with the similar unit of the text. This difference comes from the different background of translation competences each student has. The strategies or procedures applied in translation activity are also influenced by the characteristics of both languages. Either in terms of grammatical structure or cultural feature. Shift or Transposition was used in translating most English noun phrases into bahasa Indonesia because of the difference of
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grammatical system of the languages especially in word order. Couplet was also used for translating most English noun phrases when one procedure was not good enough to make good translation in bahasa Indonesia.
Next, for translating adverbial phrases, especially related to time, mostly used procedure is Expansion because of cultural difference in both language. An English adverbial phrase in 1661 will be pada tahun 1661 in bahasa Indonesia because in Indonesian culture it is usually added tahun, even though 1661 has referred to year, and this makes the translation is more natural than as it translated literally.
In addition, most students applied the procedure of Reduction because they do not have good competence of linguistic or language in translation, besides the lack competence of subject matter of the text which they worked with. In addition, applying Reduction procedure mostly obscures the meaning from the text in the source language in the translation version. While paraphrase was used to give clear meaning in the target text for the unclear word in the English, such as the pronoun it that cannot be translated it without paraphrasing it as what the word refers to.
It also should be noted that Literal translation was an appropriate procedure or method in translating an English text into bahasa Indonesia but not for all unit of text. In other words, even though English and bahasa Indonesia are really different in grammatical system, but it doesn’t mean that literal translation procedure must be avoided at all. In certain case, this procedure must be applied as well to remain the sense from source language to the target language, especially
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from English into Bahasa Indonesia. This is at odds with what stated that literal translation from one language to another obscures the sense.
Borrowing or Transference was used in translating the proper names or the word that was considered as the difficult one, so the students or translator as if she or he has choice, to reduce it, or to transfer it without any changes when the words still cannot be naturalized in target language. While Modulation was the lowest strategy used by all students in translating verb phrase from English into bahasa Indonesia.
Next, the main problem all students deal with is still related to vocabulary or in terms of lexical aspect. This is caused by the special words or terminologies used in certain field that are usually different from others. In terms of this, reading much book across fields is very important for students or translators to be familiar with special terminologies. While related to the solution, students have different ways in coping with the problem they dealt with in the translation process. This is because each student has their own learning strategies. Developing translation competence means developing reading and writing skill in language learning. This is because translation covers reading and writing skill.
In translation classes, students should also be motivated to be familiar with any fields. Because different field usually brings to different terminologies and different problems in translation activity done by student as translator.
5.2 Recommendation
With reference to the findings of the study, several recommendations are proposed. Firstly, the finding of this study cannot be generalized. The other
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researcher can have possibility to have different findings in the different sites and respondents. Moreover, as it is known that there are three main types of text in translation study namely expressive, informative and vocative text. All these types of texts have their own features and different from one to another. These different features can bring students or translators different problems as well as the different strategy in coping with any problem in its translation. And this research just used one type of text, namely the informative text type. Besides, this research also just used six students of the same semester as the participants. This is why, it is recommended that other researcher should conduct research on areas such ESP as the present research but using different text type and different students or respondents’ background. Because the strategies applied and the problems faced are possibly different from other students with different competence level in translating other type of texts.
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from English into Bahasa Indonesia. This is at odds with what stated that literal translation from one language to another obscures the sense.
Borrowing or Transference was used in translating the proper names or the word that was considered as the difficult one, so the students or translator as if she or he has choice, to reduce it, or to transfer it without any changes when the words still cannot be naturalized in target language. While Modulation was the lowest strategy used by all students in translating verb phrase from English into bahasa Indonesia.
Next, the main problem all students deal with is still related to vocabulary or in terms of lexical aspect. This is caused by the special words or terminologies used in certain field that are usually different from others. In terms of this, reading much book across fields is very important for students or translators to be familiar with special terminologies. While related to the solution, students have different ways in coping with the problem they dealt with in the translation process. This is because each student has their own learning strategies. Developing translation competence means developing reading and writing skill in language learning. This is because translation covers reading and writing skill.
In translation classes, students should also be motivated to be familiar with any fields. Because different field usually brings to different terminologies and different problems in translation activity done by student as translator.
5.2 Recommendation
With reference to the findings of the study, several recommendations are proposed. Firstly, the finding of this study cannot be generalized. The other
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researcher can have possibility to have different findings in the different sites and respondents. Moreover, as it is known that there are three main types of text in translation study namely expressive, informative and vocative text. All these types of texts have their own features and different from one to another. These different features can bring students or translators different problems as well as the different strategy in coping with any problem in its translation. And this research just used one type of text, namely the informative text type. Besides, this research also just used six students of the same semester as the participants. This is why, it is recommended that other researcher should conduct research on areas such ESP as the present research but using different text type and different students or respondents’ background. Because the strategies applied and the problems faced are possibly different from other students with different competence level in translating other type of texts.
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References
Abdellah, Antar S. 2003. What Every Novice Translator Should Know. http://accurapid.com/journal/21novice.htm
Alwasilah, A. Chaedar. 2002. Pokoknya Kualitatif. PT. Kiblat Buku Utama: Bandung Baker, Mona, 1992. In Other Word; a course book of translation. Routledge: New
York
Bassnett, Susan, 2002. Translation Studies. Routledge: London and New York. Bell, Roger T, 1991. Translation and translating: theory and practice. Longman
Group: New York
Bicher, Adnan, 2003. Reflection of Perspective Language Teachers on Translation. http://accurapid.com/journal/25reflections.htm
Brown, H. Douglas, 1994. Teaching by Principle: An Interactive Approach to Language Pedagogy. Prentice Hall-Inc: New Jersey
Cao, Deborah, 2007. Translating Law. Multilingual Matters Ltd: Toronto
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