CAPTIONED VIDEO AND TRANSLATION TEACHING.
CAPTIONED VIDEO AND TRANSLATION TEACHING
A THESIS
Submitted in Partial Fulfillment of the Requirements for Taking the Degree
of Master of Education to the English Language Education Program
MUHAMAD TAUFIK HIDAYAT
1201510
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
2014
CAPTIONED VIDEO AND
TRANSLATION TEACHING
Oleh
MUHAMAD TAUFIK HIDAYAT
S.Pd Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Garut, 2007
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar
Magister Pendidikan (M.Pd.) di Sekolah Pascasarjana, Program Studi Pendidikan Bahasa
Inggris
© Muhamad Taufik Hidayat 2014
Universitas Pendidikan Indonesia
Juli 2014
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.
APPROVAL SHEET
CAPTIONED VIDEO AND TRANSLATION TEACHING
APPROVED BY
Supervisor I
Dr., H.Yoyo Surjakusumah, , Dipl. TEFL., M.Pd.
NIDN. 9900003392
Supervisor II
Dr., H Odo Fadloeli, MA
NIP. 195408041977021001
ACKNOWLEDGED BY
Head of the English Language Education Program
Prof. Hj. Emi Emilia, Ph.D., M.Ed.
NIP. 196609161990012000
DECLARATION
I hereby certify that this paper entitled “Captioned Video and Translation
Teaching” is totally my own work. To the best of my knowledge and belief, it
contains no element of plagiarism. I am fully aware that I have quoted some
statements and ideas from some sources, and they are appropriately acquainted in
this paper.
Bandung, June 2014
Muhamad Taufik Hidayat
Student No. 1201510
ABSTRACT
This study was carried out to analyze the potential effect of using
captioned video in improving students’ translation. It was based on the
assumption that captioned video provides more contextual cues in understanding
the language that may enhance learners translation quality. It was considered in
line with the main focus of translation teaching program in developing learners’
translation quality. The study was conducted under quantitative methodology in
which one group pretest posttest was the design in finding the answer for the
research question. 156 students, enrolling in translation I course, participated in
this ten-meeting experimental study. 30 participants were randomly selected as
the sample for this study. In collecting the data needed for the analysis, tests and
document analysis were used as the method of inquiry considered suitable for the
current study. Prior to the treatment, a pretest was administered to find out the
initial data of students’ translation quality. Later on, during the treatment,
participants were exposed to the use of caption embedded in videos used as the
learning materials. The main activity involved viewing, taking notes, translating
and discussing. After the treatment was completed, a posttest was administered to
see the possible improvement gained by the participants. The data obtained from
the pretest and posttests were analyzed using inferential statistics of one-tailed ttest analysis. From the result, It was found that the observed value (4.03)
outscored the critical value t0.05(2.05). This lead to the research conclusion that
learners’ translation quality improved significantly. To be more precise, the
improvement was seen in the aspect of accuracy in translating, finding meaning
equivalence and using shift and omission.
Keywords: Translation quality, captioned video, context
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ABSTRAK
Penelitian ini dilakukan untk meneliti pengaruh yang bias diberikan
captioned video dalam meningkatkan kemampuan penerjemahan siswa. Hal ini
didasari dengan adanya asumsi bahwa captioned video bias memberikan
petunjuk-petunjuk kontekstual dalam memahami bahasa yang digunakan sehingga
pada akhirnya mampu meningkatkan kualitas hasil penerjemahan siswa.Hal ini
dianggap sejalan dengan prinsip-prinsip pengajaran translation yang
memfokuskan pada peningkatan kualitas penerjemahan siswa. Penelitian ini
menggunakan metode kuantitatif dalam benntuk penelitian one group pretest
posttest dalam menjawab pertanyaan penelitian. Sebanyak 156 siswa yang
mengikuti mata kuliah Translation I berpasrtisipasi dalam penelitian
eksperimental yang berlangsung selama sepuluh pertemuan. Dari jumlah tersebut,
30 orang siswa dipilih secara acak untuk dijadikan sebagai sampel
penelitian.Untuk memperoleh data yang dibutuhkan untuk dianalisis, penelitian
ini menggunakan tes dan dokumen analisis sebagai yeknik pengumpulan data
yang dianggap paling sesuai dalam penelitian ini. Sebelum mendapatkan
treatment, pretest diberikan kepada siswa untuk mengetahui kualitas awal
penerjemahan siswa. Kemudian, selama proses treatment diberikan, para
partisipan diberikan pengajaran translation melalui media captioned video sebagai
bahan pembelajran utama. Kegiatan pembelajaran utama yang dilakukan adalah
menonton, mencatat, menerjemahkan dan berdiskusi.Setelah treatment selesai,
partisipan diberikan posttest untuk mengetahui kemungkinan adanay peningkatan
kualitas penerjemahan. Selanjutnya data hasil pretest dan posttest kemudian
dianalisis dengan menggunakan uji t satu pihak. Hasil pengujian statistic
menunjukkan bahwa nilai t hitung sebesar 4,03 lebih besar dibandingkan dengan
silai kritis sebesar 2,05. Hal ini membuktikan bahwa secara umum kualitas
penerjemahan siswa meningkat secara signifikan. Secara lebih jelas, peningkatan
tersebut terlihat pada aspek akurasi, menemukan padanan makna dan penggunaan
shift dan omission
Keywords: Translation quality, captioned video, context
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TABLE OF CONTENTS
ABSTRACT ........................................................... Error! Bookmark not defined.
ACKNOWLEDGEMENTS ................................... Error! Bookmark not defined.
TABLE OF CONTENTS ......................................................................................... i
LIST OF TABLES ................................................. Error! Bookmark not defined.
LIST OF FIGURE .................................................. Error! Bookmark not defined.
CHAPTER I INTRODUCTION ........................... Error! Bookmark not defined.
1.1
The Background of the Study.................. Error! Bookmark not defined.
1.2
The Problem Statements.......................... Error! Bookmark not defined.
1.3
The Objectives of the Study .................... Error! Bookmark not defined.
1.4
The Scope of the Study ........................... Error! Bookmark not defined.
1.5
Significance of the Study ........................ Error! Bookmark not defined.
1.6
Definition of Key Terms ......................... Error! Bookmark not defined.
1.7
Organization of the Thesis ...................... Error! Bookmark not defined.
CHAPTER II LITERATURE REVIEW .............. Error! Bookmark not defined.
2.1
Introduction ............................................. Error! Bookmark not defined.
2.2
Translation ............................................... Error! Bookmark not defined.
2.3
Translation and Language Learning ........ Error! Bookmark not defined.
2.4
Translation Competence .......................... Error! Bookmark not defined.
2.5
Equivalence in Translation ...................... Error! Bookmark not defined.
2.5.1
The views on Equivalence ............... Error! Bookmark not defined.
2.5.2
Strategies in Achieving EquivalenceError! Bookmark not defined.
2.6
Developing Translation Competence ...... Error! Bookmark not defined.
2.7
Assessing Translation Quality ................. Error! Bookmark not defined.
2.8
Audiovisual Sources in Language Learning ......... Error! Bookmark not
defined.
2.9
Captioned Video in Language Learning . Error! Bookmark not defined.
2.10 Implementing Captioned Video in translation ...... Error! Bookmark not
defined.
Muhamad Taufik Hidayat, 2014
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CHAPTER III RESEARCH METHODOLOGY . Error! Bookmark not defined.
3.1
Introduction ............................................. Error! Bookmark not defined.
3.2
Research Methodology ............................ Error! Bookmark not defined.
3.3
Research Site and Participants ................ Error! Bookmark not defined.
3.4
Data Collection Technique ...................... Error! Bookmark not defined.
3.5
Research Procedure ................................. Error! Bookmark not defined.
3.5.1
Preparation ....................................... Error! Bookmark not defined.
3.5.2
Implementation ................................ Error! Bookmark not defined.
3.5.3
Evaluation ........................................ Error! Bookmark not defined.
3.6
Technique of Data Analysis .................... Error! Bookmark not defined.
CHAPTER IV FINDINGS AND DISCUSSIONS ............. Error! Bookmark not
defined.
4.1
Introduction ............................................. Error! Bookmark not defined.
4.2
Findings ................................................... Error! Bookmark not defined.
4.2.1
Pretest Result ................................... Error! Bookmark not defined.
4.2.2
Post test Result ................................. Error! Bookmark not defined.
4.2.3
Document analysis ........................... Error! Bookmark not defined.
4.3
Discussion ............................................... Error! Bookmark not defined.
CHAPTER V CONCLUSION AND SUGGESTIONS ...... Error! Bookmark not
defined.
5.1
Conclusion ............................................... Error! Bookmark not defined.
5.2
Suggestions.............................................. Error! Bookmark not defined.
REFERENCES ...................................................... Error! Bookmark not defined.
Appendix 1 Teaching learning process situation ... Error! Bookmark not defined.
Appendix 2 Captioned Video Samples .................. Error! Bookmark not defined.
Appendix 3 Source Texts ....................................... Error! Bookmark not defined.
Appendix 4 Students’ Translation (Pretest) ........... Error! Bookmark not defined.
Appendix 5 Students’ Translation Product (Posttest) .......... Error! Bookmark not
defined.
Appendix 6 Normal Distribution Test Data Processing ...... Error! Bookmark not
defined.
Muhamad Taufik Hidayat, 2014
Captioned Video And Translation Teaching
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Appendix 7 Hypothesis Testing Processing........... Error! Bookmark not defined.
Muhamad Taufik Hidayat, 2014
Captioned Video And Translation Teaching
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I
INTRODUCTION
The Background of the Study
Videos, as a form of multimedia technology, allow contextual clues to be offered.
It is believed to be able to stimulate and motivate students’ interest in the learning
process (Behen, 2006). This belief is line with Arthur (1999) who claim that
videos provide authentic and real model to be imitated and provides cultural
awareness of the target language. In addition, many researchers have suggested
the benefit of using video in supporting foreign language learning (Herron,
Hanley, & Cole, 1995; Arthur, 1999; Cakir, 2006; Kitajima & Lymann-Hager;
Winke, Gass, & Sydorenko, 2010). Along with development of video available in
this digital world, some interesting features of video are also provided. One of
these interesting features embedded in the video is caption. Caption refers to the
text appears on the screen transcribing the soundtrack in the same language
(Markham, 1999). It was originally developed for hearing-impaired people to
assist them accessing the information provided in the video. As the development
of information and technology increases, more videos; including movies, video
clips, documentaries or personally uploaded videos have now included the caption
on their presence. And these kinds of videos are available in various sources.
They may be attained from the internet, YouTube, DVDs, or Viewpoint.
The accessibility of these captioned videos has then attracted some educators and
researchers to bring captioned videos in classrooms practice. It has also been
experimented by some researchers in investigating the potential benefit of
captioned video for foreign language learning. For example, Danan (2004) found
that captions embedded in videos facilitated language learning by helping learners
visualize what they hear, especially if the input is slightly beyond their linguistic
ability. It was also believed that the visualization provides contextual cues to the
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viewers. In addition, this contextual cues will assist learners in understanding the
new vocabularies more easily (Markham, 1999). For that reason, captioned video
was assumed as an alternative media of teaching that can help foreign language
learners in increasing their comprehension (see; Borras & Lafayette, 1994; Garza,
1991; Markham, 1999; Danan, 2004). This supports the fact that comprehension is
the first crucial aspect in translation in which this research is dealing with.
Given the fact that captioned video provides not only textual but also audio visual
properties, it was reasonable to implement those properties in bridging learning
process in translation program. Those properties ensure more supports in
understanding meaning of the source language since understanding appropriate
meaning in a language is required in a translation process (Bassnett, 2002). This
process requires the translators to have good comprehension toward the source
language in order to be able to render the intended meaning of the source
language text. It is in accordance with the statement that defines translation as “a
rendering meaning activity of a text into another language in the way that the
author intended the text” (Bassnett, 2002, p. 5).In addition, to understand the
appropriate meaning, a translator needs to know what the real context is (Nida,
2001).This demand on comprehension and the knowledge on the context in
translation is considered available in the captioned video.
The aforementioned discussion on captioned video and translation are two things,
among others, that inspired the researcher to carry out the current research on the
use of captioned video in translation teaching. In the context of this research, the
benefit of using captioned video will be measured through the students’
translation quality. This research was also in accordance with Davies (2004) who
inquired “whether or not translation can be taught? And how this should be
done?”(p.25). those two questions demand the answer as the challenge for
translation trainers and educators to find out the appropriate practice and
procedure in carrying out the translation program. Hence, this research attempts to
see the benefit of using multimedia technology, captioned video in particular, in
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translation teaching. It was also believed as Chesterman (2000) claims, like any
other skill translation can be learned. It now depends on the teachers and the
instructors in designing appropriate teaching practice and learning sources to be
applied in the classroom setting. The finding of the current research is expected to
prove the potential benefit of using captioned video in translation teaching and
may eventually provide alternative in designing translation teaching program.
This consideration is also supported by Bartrina and Espasa (2004) stating that
translation tarining program call for as many teaching alternatives as possible to
be implemented in the learning process.
The Problem Statements
Considering many issues regarding the need of a new insight of translation
teaching, the present study attempts to integrate the potentially beneficial learning
procedure in translation. As what has been previously pointed out in the previous
section, captioned video offers new directions and enrichment in translation
teaching. Therefore, this study tries to address the following question: can the use
of captioned video in translation teaching improve students’ translation quality?
The Objectives of the Study
Referring to the stated research question, it can be deduced that this this study is
aimed to find out whether captioned video can improve students’ translation
quality.
The Scope of the Study
This study focuses on the implementation of captioned video in translation
teaching. The main focus is on the translation as a learning tool in foreign
language learning. In other words, the study deals with process-oriented
translation teaching. In addition, since there are many kinds of videos available
for teaching, this research will limit the study on the captioned video that refers to
the video consisting on screen text along with the video as learning sources in
translation.
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It also has to be made clear that in this study, the learners are not trained to be
able to produce caption, instead they were exposed to the captioned video in
teaching learning process as they are supposed to improve their translation
quality. Furthermore, the translation process during the teaching learning
activities are not fully translating the caption, instead they are practicing
translating through the language fragmented design hierarchically from word level
into above word level and grammatical complex level.
Significance of the Study
Translation as an academic and professional field requires as many as valuable
inputs to develop its practice. It may be considered as a young discipline
(Bassnett, 2002). However, it offers challenges for those who are concerned with
this problem. Henceforth, the current study is expected to give the following
contributions:
1) Theoretically, to enrich and add up the existing literature on the use
multimedia technology, captioned video in particular, in translation
teaching; due to the fact that translation teaching may be considered as
‘new’ branch of language study (Bassnett, 2002; Anderman & Rogers,
2000).
2) Practically, to introduce the integration of captioned video as part of the
multimedia technology in translation teaching practice. In this case, for
teaching practitioners the current research suggests the integration of
readily available teaching resources that can be obtained from the internet
or television program into classroom teaching
3) Professionally, to prepare students with a life skill of translating which has
increased in demand of market service and to equip them a good learning
tool in foreign language learning. As translating is inevitably needed in
globalization setting requiring the information exchange from different
language speakers across the world. The demand for translation and
translator will be more promising as professional careers.
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4) To provide a new insight for educational policy makers in accommodating
more advanced and available source of language learning.
Definition of Key Terms
In order to clarify the frequently used in this study, it is necessary that the author
provide the definition of the key terms. It is aimed to help those who may concern
to this study understand the important concepts. To that end, the clarifications of
the key terms are presented as follows:
(1) Caption refers to the text appears on the screen transcribing the soundtrack
in the same language (Markham, 1999)
(2) Translation quality is defined as the criteria used in determining
acceptability and appropriateness of translated texts and laying out specific
expectations for approved translation products (Riazi, 2003; Beeby, 2000)
(3) Equivalence according to Pym (2010b) is the idea that one language could
have the same value when it is translated into another language
Organization of the Thesis
The thesis starts with Chapter One, which provides the background, the problem
statements, the objectives, the scope, the significance the definition of key terms
and the organization of the thesis. It is then followed by Chapter Two, which
provides some rationales and, at the same time, reviews several different points of
view relate to the concept of translation competence and captioned video before
summarizing and choosing one of the viewpoint that the researcher took as the
basis for the whole thesis. In Chapter Three, the author provides the step-by-step
explanation related to the research Method and design. Chapter Four discusses the
findings of the study that focuses on finding potential benefit of using captioned
video in improving learners’ translation quality. The thesis ends with providing
some suggestions and a brief conclusion for the whole study.
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CHAPTER III
RESEARCH METHODOLOGY
Introduction
After reviewing related literature relevant to the implementation of captioned
video in various teaching programs, the discussion on more practical way of the
experiment in using captioned video will be explained in this chapter. This
chapter discusses the elaboration of methodology, research site and participants,
data collection technique, research procedure and technique of data analysis. In
terms of analyzed and obtained data, quantitative study was considered
appropriate to be used in the current study. It was due to the fact that this study
mainly investigate numerical data as the primary data. It is in line with Cresswell
(2012) who characterized quantitative research by its feature in handling
numerical data through statistical analysis
Research Methodology
As mentioned earlier, this study employed quantitative research methodology.
Referring to the data used in this research, in this case numerical data obtained
from the pretest and posttest, this research fulfilled the criteria of quantitative
research. One of the most prominent characteristics of quantitative study is that
the ability to integrate the set of analytical and inferential statistics (Cohen,
Manion, & Morrison, 2007). The quantitative data was primarily obtained through
the implementation of pretest and posttest to analyze the learners’ translation
quality. Furthermore, “analyzing trends, comparing groups, or relating variables
using statistical analysis, and interpreting results by comparing them” (Cresswell,
2012, p. 60) was the primary process in the current study. The obtained scores
was then compared and analyzed statistically in order to prove the significant
effect of applied treatment toward learners’ translation skill. One group pretest
posttest that highlighted the significant effect of using the experimental treatment
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was the research design deemed appropriate for this research setting. One group
pretest posttest design was preferred due to its features in identifying the gains
that the subjects have made after the completion of the treatment (Hatch &
Hossein, 1982). Furthermore, this design was chosen since it is it is not always
practicable to rearrange students into different groups or classes at will (Nunan,
1992). As what was encountered the by the researcher that from 4 classes
involved in this study, the classes demanded to be treated equally in the teaching
learning process.
Research Site and Participants
The study was conducted in English Education Program of STKIP Garut wherein
the researcher is one of the teaching staffs. Therefore, the researcher affords
convenience to access and obtain the data needed. The site was considered
appropriate since the English education program of STKIP Garut includes
translation course that provides the appropriate data needed for the current studies.
The main participants of the study was third semester students enrolling in
Translation I class. Translation I class was chosen since it provides the students
with English to Indonesian translation program that fits ‘typicality or possession
of the particular characteristics being sought’ (Cohen, Manion, & Morrison, 2007)
in the current experimental study. Furthermore, the students were chosen as they
have completed Bahasa Indonesia course as their native language that was
considered to be sufficient in equipping them the target language knowledge
required in translating which is in line with Bell (1991) and Chellapan (1982) who
emphasize the importance first language adequate knowledge in Translating.
Data Collection Technique
The primary data collections of the current study were test and document analysis.
The test itself was divided into two parts; pretest and posttest. The pretest was
utilized to figure out the students’ initial competence in translating. On the other
hand, post test was administered to see whether or not the students’ competency in
translating improved as the result of designated treatment. Document analysis was
used to analyze the learners’ translation product. Document analysis was used for
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its feature in which documents are interpreted by the researcher to give voice and
meaning around an assessment topic (Cresswell, 2012). These two methods of
inquiry was triangulated in order to clarify the findings. This triangulation was
expected to provide better and clearer description of the answer for the current
research.
Research Procedure
In order to obtain systematic procedure in completing the research, the research
was divided into different stages covering preparation, implementation and
evaluation. It is to confirm previous research on the use of captioned video (see:
Garza, 1991; Markham, 1999; Danan, 2004; Panizzon, 2006; Winke, Gass, &
Sydorenko, 2010; Rokni & Ataee, 2014)
Preparation
This phase was the initial step required in completing the project. In this phase the
resources needed and required for the research was accommodated. First,
appropriate video consisting caption was selected and prepared. It involved
viewing, downloading, sorting and modifying. This process was in line Garza
(1991), Markham (1999), and Panizzon (2006) phase in preparing learning
sources in the classroom discussed in chapter 2. In this process the video materials
for learning translation was selected, sorted and modified. It was done to assure
that the content and the caption in the video was appropriate for learning process.
Downloaded video was then altered using available subtitle editor software to be
readily usable for classroom purposes. In this modifying phase the caption
contained in the video was highlighted. It was prepared this way in order to
facilitate learner in the classroom to be more focus on the target word, phrases,
clauses, idiom or proverb presented in the text. Relevant to Baker (1995) , the
focus of every lesson was mainly based on the equivalence principles; starting
from word level to above word level, grammatical level. This equivalence level
was presented in eighth-classroom meetings. In this preparation stage, the writer
collected as many videos as possible to provide enough comparison to decide
content appropriateness for teaching. It is to confirm Arthur (1999) claiming that
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various range of video-based materials are needed in providing wide range of
context for students to learn.
Implementation
The second phase is considered as the treatment stage during which the prepared
captioned videos were presented in facilitating learning process in translation
course. Twelve meetings were scheduled in completing the treatment. Basically,
every meeting provided relatively similar classroom teaching practice wherein the
captioned videos were presented. Primarily the activities conducted in the study
was adapted from Bartrina and Espasa (2004). During the viewing video session
students were asked to pay attention to the highlighted text in the caption. These
highlighted texts were the focus of learning target. When they encountered
problem in understanding the highlighted texts, students were allowed to interrupt
to discuss the problem. The discussion session was needed as Gile (1995)
reinforcement in revisiting theoretical practice in translation training program. In
solving this problem they were asked to use the clues that may appear in the video
this is to confirm Boras and Lafayette (1994) Danan (2004) findings that
captioned video provides resourceful contextual clues through image and sounds
in comprehension process. After the problem was solved, the video was resumed.
And this process was done over and over until the video ended. After the learners
finished watching the video they were asked to translate the printed version of the
captions. It was the implementation stage of what they had discussed. It provided
them an opportunity to practice their knowledge in translation. As the video had
been prepared and modified for the learning process, affordability and practicality
were two basic principles used in this teaching learning process. The
implementation stage was done in 12 meetings to make sure that the significance
of the treatment is evidently acquired. For further detail of learning objectives and
syllabus see appendix
Evaluation
The last and beneficial stage was evaluation. In terms of practical implementation
this stage was realized through the implementation of feedback in every meeting.
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Feedback was given as to provide beneficial input to enhance the quality of their
translation. Due to the class size and time constrain available, the feedback was
equally distributed to all students. Feedback was used to provide learning input in
highlighting certain focuses to achieve the learning target (Anderson & Collins,
1988) .The instructor chose randomly to check learners’ translated text. The
feedback was aimed at building and reinforcing theoretical knowledge given in
the first meeting of the research.
Technique of Data Analysis
Pretest was carried out in the beginning phase of the research. It was done to see
and to obtain initial data on students’ translation skills. The test required the
students to translate a text. After the student completed the test (pretest, their
translation product is then assessed using translation assessment rubric. The total
score of their translation was analyzed statistically to decide whether or not the
data were normally distributed. Here, the Liliefors test analysis was used as
primary test analysis to see the distribution. The descriptive statistic data was also
portrayed and applied to present the data in a more conveniently readable form.
The primary description primarily highlights the means and the standard deviation
of the initial data from pretest.
Another data was obtained from the post test. This test was carried out at the final
phase of the research. It was carried out to see if students gain statistically
significant improvement on their translation skill. The test itself was similar to the
test carried out in the pretest. Of course, different texts were used to see the
improvement. The translated texts of the students were also scored in order to be
compared to the pretest result. As the pretest data, the post test data was also
tested for its normal distribution to assure the validity of appropriate statistical
computation to be used. After the data was convincingly normally distributed, the
final statistical analysis was applied. In this final phase. The t-test analysis is the
main instrument to analyze the data. The t test was used to decide whether or not
the implementation of treatment has significantly enhanced students’ translation
skill.
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After the data from pretest and posttest were compared, the findings from the tests
were strengthened by document analysis. Using the same rubric used in assessing
learners’ translation work, the researcher analyzed the students work to get a
better description on the investigated problem. In assessing the students’
translation
product,
the
researcher
adopted
the
rubric
developed
by
Khanmohammad & Osanloo (2009), the rubric provides general considerations on
measuring learners’ translation product (Goff-Kouri, 2005). It was used for its
coverage in accommodating important aspects in assessing the translation
products. It was also considered to be in accordance with the translation
competence conception (Khanmohammad & Osanloo, 2009)
The translation assessment rubric
Score
25-30
21-24
16-20
11-15
1-10
20-25
15-19
10-14
5-9
1-4
17-20
Description
Accuracy (30%)
No identifiable problems of comprehension; original message has been conveyed
completely to TL readers; no omissions or additions to information
Virtually no problems of comprehension except with the most highly specialized
vocabulary with no influence on TL readers’ understanding; some partial omissions
and additions
Information is conveyed to TL readers with some difficulty due to translator
misunderstanding of some parts of original message; apparent omissions and
additions
Poor expression of ideas; numerous serious problems in understanding ST interfere
with communication of original message; difficult to understand TT
Severe problems interfere greatly with communication of original message; TL
reader can’t understand what original writer was trying to say
Finding equivalent (25%)
All lexical and syntactic elements have been understood; precise vocabulary usage;
words have been chosen so skillfully that the work reads like a good publishable
version
Full comprehension and good usage of a wide range of vocabulary and structures;
specialized vocabulary presents some problems with unsuitable equivalents
General comprehension of a fair range of vocabulary although some gaps observed;
some vocabulary misused; some evidence of plausible attempts to work around
difficulties of finding equivalents, perception, wordplay and other linguistic features
Comprehension of vocabulary and structures show quite noticeable gaps which
obscure sense; problems in finding correct vocabularies; unable to cope with
specialized vocabulary
Inappropriate use of vocabularies; comprehension of original seriously impeded
even with fairly everyday vocabulary and structures; translation as a whole makes
little sense
Register, TL culture (20%)
Good sensitivity to nuances of meaning, register are precisely and sensitively
captured; there is a sophisticated awareness of the cultural context; translation
shows a sophisticated command of TL lexis, syntax, and register
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13-16
9-12
4-8
1-3
13-15
10-12
7-9
4-6
1-3
9-10
7-8
5-6
3-4
1-2
There is a fair degree of sensitivity to nuances of meaning, register, and cultural
context
There is a lack of sustained attention to nuances of meaning, register, and cultural
context; no awareness of register; TL lexis, syntax, and register are not always
appropriate
There is scant attention to nuances of meaning, register, and cultural context; there
are serious to severe shortcomings in the use of appropriate lexis, syntax, and
register
There is no appreciable understanding of nuances of meaning, register, and cultural
context; no concept of register or sentence variety
Grammar and ST style (15%)
Gives the feeling that the translation needs no improvement from grammatical and
stylistic points though one or two natural failings might be observed; native-like
fluency in grammar
Shows flair for stylistic manipulation of TL items as if text were written in TL
originally except where the language is placed under severe pressure of
comprehension; maintains advanced proficiency in grammar; some grammatical
problems but with no influence on message
Tends to have awkward grammatical usage in TL and literality of rendering though
but not impeding sense in a significant manner; some attempts to reflect stylistic
features of the original; some grammatical problems are apparent and have negative
effects on communication
Clumsy TL; often nonsensical grammatical usages in TL; unnatural sounding; little
attempt to reflect stylistic features of the original; there is evidence of clear
difficulties in following style; grammatical review of some areas is clearly needed
Little sense of style which often makes poor sense in TL; knowledge of grammar is
inadequate; use of TL grammar is inadequate; severe grammatical problems
interfere greatly with message
Shifts, omissions, additions and inventing equivalents (10%)
Correct use of relative clauses, verb forms; use of parallel structure; creative
inventions and skillful solutions to equivalents; no fragment or run-on sentence
Almost all shifts appear with partial trespass, attempts variety; some inventions for
not available equivalents in TL; no fragment or run-on sentence
Some shifts but not consistency; awkward and odd structure; only few run-on
sentences or fragments present
Lacks variety of structure due to not preserving necessary shifts except for few
cases; little or no evidence of invention in equivalents
Unintelligible sentence structure due to completely ignoring necessary shifts; no
skillful handling of equivalents; no trace of invention
Adopted from Khanmohammad & Osanloo (2009)
In order to ensure the improvement obtained from the statistical analysis using
one tailed paired sample test, the researcher confirmed the gain obtained from the
experiment by computing the result of pretest and posttest through normalized
gain test. Normalized gain test was used to have a better description on the
statistical result of an experiment (Hatch & Hossein, 1982)
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Muhamad Taufik Hidayat, 2014
Captioned Video And Translation Teaching
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION AND SUGGESTIONS
Conclusion
After completing the experiments, the research has now come to draw some
important conclusion related to the findings of the current study. As mentioned
earlier the current study was guided by research question that seek the effect of
using captioned video in improving learners’ translation quality. To this end
experimental study under one shot pretest posttest designed was used to complete
the experiment. The result showed that captioned video accompanied by its
contextual cues was significantly affect learners’ translation quality. This
improvement has been statistically analyzed to convince the significance of the
effect. This finding also confirm previous studies claiming that caption has
significant effect in improving learners comprehension, translation competence
and speaking ability.
Learners’ quality in translating was seen significantly improved after the
treatment. By comparing their initial translation quality in the pretest to their
translation quality in the posttest the research drew some conclusion that the post
test score was slightly better than the pretest score. However it should be noted
that the total score obtained were made up some criteria covering such aspects as
accuracy, finding equivalent, grammar and ST style, register and TL culture and
the use of shift, addition, omission and inventing equivalent. From these assessed
aspects, the researcher has found out that the strongest improvement occur in the
aspect of accuracy, finding equivalent and register and TL culture. In the aspect
of accuracy the learners show better improvement in comprehending the intended
message in the source language text. In the matter of finding equivalent, the
learners’ translation products have shown a wide range of vocabulary and
structures usage especially when dealing with specialized vocabulary with
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unsuitable equivalents. In the aspect of using register and TL culture, learners
have a fair degree of sensitivity to nuances of meaning, register, and cultural
context. However the weakest improvement that was revealed in this research
happen in Grammar aspect in which the learners seem to remain unaware. This
may due to the fact that the main features of captioned video that mainly help in
the comprehension process.
The finding on the benefit of captioned video in foreign language program also
justified that the integration of update technology and multimedia offers
alternative to be used as learning sources that fulfill learners need in current
development. When learner watching the movies and texts aids are displayed, the
image, texts and the sound are inter-correlated in catching learners’ attention to
be more engaged in the teaching learning activities. This connection between
three contextual aids has helped learners in enhancing their comprehension
toward source language text which in turn helped them in accurately finding
appropriate meaning in the target language text.
However, the implementation of captioned in translation teaching is not problem
free. Finding appropriate video and along with its embedded caption was another
consideration to be taken into account. Not all video available on the internet fit
to be used in classroom teaching. Teachers and educators should select and filter
the appropriate videos along with their caption to be applied in the classroom. In
addition, the modification of caption in the preparation process was time
consuming. This should be taken into account to make sure that the teacher will
have enough time to plan and prepare the learning material and process.
Suggestions
Based on the aforementioned discussion and finding, it is suggested that the
integration of captioned video in translation teaching be implemented as the
alternative for traditional paper-based instruction. Despite the novelty of the
implementation, the potential advantages have influenced the participants’
translation quality after the experiment. It is also the indication for teachers and
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instructors to accommodate more various learning materials to be implemented in
the classroom. The finding of this study is far from being perfect, it is
recommended further investigation is needed in supplementing the current
research. The confusion for the new learning environments encountered by the
students may provide reasoning to start with further investigation. In addition,
selecting and preparing the learning materials for the classroom activities are
rather time consuming, it is important that the preparation process involve editing
and revising for the language content. It, therefore, requires more effort compared
to preparing the paper-based material. Editing video and the caption attached to it
requires the use of sophisticated computer software. In brief despite the fact that
the integration of captioned video is a complicated and time consuming task to be
prepared, it provides potential benefit to be used in the classroom setting in order
to help learner acquired the targeted skill or achievement.
Muhamad Taufik Hidayat, 2014
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A THESIS
Submitted in Partial Fulfillment of the Requirements for Taking the Degree
of Master of Education to the English Language Education Program
MUHAMAD TAUFIK HIDAYAT
1201510
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
2014
CAPTIONED VIDEO AND
TRANSLATION TEACHING
Oleh
MUHAMAD TAUFIK HIDAYAT
S.Pd Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Garut, 2007
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar
Magister Pendidikan (M.Pd.) di Sekolah Pascasarjana, Program Studi Pendidikan Bahasa
Inggris
© Muhamad Taufik Hidayat 2014
Universitas Pendidikan Indonesia
Juli 2014
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.
APPROVAL SHEET
CAPTIONED VIDEO AND TRANSLATION TEACHING
APPROVED BY
Supervisor I
Dr., H.Yoyo Surjakusumah, , Dipl. TEFL., M.Pd.
NIDN. 9900003392
Supervisor II
Dr., H Odo Fadloeli, MA
NIP. 195408041977021001
ACKNOWLEDGED BY
Head of the English Language Education Program
Prof. Hj. Emi Emilia, Ph.D., M.Ed.
NIP. 196609161990012000
DECLARATION
I hereby certify that this paper entitled “Captioned Video and Translation
Teaching” is totally my own work. To the best of my knowledge and belief, it
contains no element of plagiarism. I am fully aware that I have quoted some
statements and ideas from some sources, and they are appropriately acquainted in
this paper.
Bandung, June 2014
Muhamad Taufik Hidayat
Student No. 1201510
ABSTRACT
This study was carried out to analyze the potential effect of using
captioned video in improving students’ translation. It was based on the
assumption that captioned video provides more contextual cues in understanding
the language that may enhance learners translation quality. It was considered in
line with the main focus of translation teaching program in developing learners’
translation quality. The study was conducted under quantitative methodology in
which one group pretest posttest was the design in finding the answer for the
research question. 156 students, enrolling in translation I course, participated in
this ten-meeting experimental study. 30 participants were randomly selected as
the sample for this study. In collecting the data needed for the analysis, tests and
document analysis were used as the method of inquiry considered suitable for the
current study. Prior to the treatment, a pretest was administered to find out the
initial data of students’ translation quality. Later on, during the treatment,
participants were exposed to the use of caption embedded in videos used as the
learning materials. The main activity involved viewing, taking notes, translating
and discussing. After the treatment was completed, a posttest was administered to
see the possible improvement gained by the participants. The data obtained from
the pretest and posttests were analyzed using inferential statistics of one-tailed ttest analysis. From the result, It was found that the observed value (4.03)
outscored the critical value t0.05(2.05). This lead to the research conclusion that
learners’ translation quality improved significantly. To be more precise, the
improvement was seen in the aspect of accuracy in translating, finding meaning
equivalence and using shift and omission.
Keywords: Translation quality, captioned video, context
Muhamad Taufik Hidayat, 2014
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ABSTRAK
Penelitian ini dilakukan untk meneliti pengaruh yang bias diberikan
captioned video dalam meningkatkan kemampuan penerjemahan siswa. Hal ini
didasari dengan adanya asumsi bahwa captioned video bias memberikan
petunjuk-petunjuk kontekstual dalam memahami bahasa yang digunakan sehingga
pada akhirnya mampu meningkatkan kualitas hasil penerjemahan siswa.Hal ini
dianggap sejalan dengan prinsip-prinsip pengajaran translation yang
memfokuskan pada peningkatan kualitas penerjemahan siswa. Penelitian ini
menggunakan metode kuantitatif dalam benntuk penelitian one group pretest
posttest dalam menjawab pertanyaan penelitian. Sebanyak 156 siswa yang
mengikuti mata kuliah Translation I berpasrtisipasi dalam penelitian
eksperimental yang berlangsung selama sepuluh pertemuan. Dari jumlah tersebut,
30 orang siswa dipilih secara acak untuk dijadikan sebagai sampel
penelitian.Untuk memperoleh data yang dibutuhkan untuk dianalisis, penelitian
ini menggunakan tes dan dokumen analisis sebagai yeknik pengumpulan data
yang dianggap paling sesuai dalam penelitian ini. Sebelum mendapatkan
treatment, pretest diberikan kepada siswa untuk mengetahui kualitas awal
penerjemahan siswa. Kemudian, selama proses treatment diberikan, para
partisipan diberikan pengajaran translation melalui media captioned video sebagai
bahan pembelajran utama. Kegiatan pembelajaran utama yang dilakukan adalah
menonton, mencatat, menerjemahkan dan berdiskusi.Setelah treatment selesai,
partisipan diberikan posttest untuk mengetahui kemungkinan adanay peningkatan
kualitas penerjemahan. Selanjutnya data hasil pretest dan posttest kemudian
dianalisis dengan menggunakan uji t satu pihak. Hasil pengujian statistic
menunjukkan bahwa nilai t hitung sebesar 4,03 lebih besar dibandingkan dengan
silai kritis sebesar 2,05. Hal ini membuktikan bahwa secara umum kualitas
penerjemahan siswa meningkat secara signifikan. Secara lebih jelas, peningkatan
tersebut terlihat pada aspek akurasi, menemukan padanan makna dan penggunaan
shift dan omission
Keywords: Translation quality, captioned video, context
Muhamad Taufik Hidayat, 2014
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TABLE OF CONTENTS
ABSTRACT ........................................................... Error! Bookmark not defined.
ACKNOWLEDGEMENTS ................................... Error! Bookmark not defined.
TABLE OF CONTENTS ......................................................................................... i
LIST OF TABLES ................................................. Error! Bookmark not defined.
LIST OF FIGURE .................................................. Error! Bookmark not defined.
CHAPTER I INTRODUCTION ........................... Error! Bookmark not defined.
1.1
The Background of the Study.................. Error! Bookmark not defined.
1.2
The Problem Statements.......................... Error! Bookmark not defined.
1.3
The Objectives of the Study .................... Error! Bookmark not defined.
1.4
The Scope of the Study ........................... Error! Bookmark not defined.
1.5
Significance of the Study ........................ Error! Bookmark not defined.
1.6
Definition of Key Terms ......................... Error! Bookmark not defined.
1.7
Organization of the Thesis ...................... Error! Bookmark not defined.
CHAPTER II LITERATURE REVIEW .............. Error! Bookmark not defined.
2.1
Introduction ............................................. Error! Bookmark not defined.
2.2
Translation ............................................... Error! Bookmark not defined.
2.3
Translation and Language Learning ........ Error! Bookmark not defined.
2.4
Translation Competence .......................... Error! Bookmark not defined.
2.5
Equivalence in Translation ...................... Error! Bookmark not defined.
2.5.1
The views on Equivalence ............... Error! Bookmark not defined.
2.5.2
Strategies in Achieving EquivalenceError! Bookmark not defined.
2.6
Developing Translation Competence ...... Error! Bookmark not defined.
2.7
Assessing Translation Quality ................. Error! Bookmark not defined.
2.8
Audiovisual Sources in Language Learning ......... Error! Bookmark not
defined.
2.9
Captioned Video in Language Learning . Error! Bookmark not defined.
2.10 Implementing Captioned Video in translation ...... Error! Bookmark not
defined.
Muhamad Taufik Hidayat, 2014
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CHAPTER III RESEARCH METHODOLOGY . Error! Bookmark not defined.
3.1
Introduction ............................................. Error! Bookmark not defined.
3.2
Research Methodology ............................ Error! Bookmark not defined.
3.3
Research Site and Participants ................ Error! Bookmark not defined.
3.4
Data Collection Technique ...................... Error! Bookmark not defined.
3.5
Research Procedure ................................. Error! Bookmark not defined.
3.5.1
Preparation ....................................... Error! Bookmark not defined.
3.5.2
Implementation ................................ Error! Bookmark not defined.
3.5.3
Evaluation ........................................ Error! Bookmark not defined.
3.6
Technique of Data Analysis .................... Error! Bookmark not defined.
CHAPTER IV FINDINGS AND DISCUSSIONS ............. Error! Bookmark not
defined.
4.1
Introduction ............................................. Error! Bookmark not defined.
4.2
Findings ................................................... Error! Bookmark not defined.
4.2.1
Pretest Result ................................... Error! Bookmark not defined.
4.2.2
Post test Result ................................. Error! Bookmark not defined.
4.2.3
Document analysis ........................... Error! Bookmark not defined.
4.3
Discussion ............................................... Error! Bookmark not defined.
CHAPTER V CONCLUSION AND SUGGESTIONS ...... Error! Bookmark not
defined.
5.1
Conclusion ............................................... Error! Bookmark not defined.
5.2
Suggestions.............................................. Error! Bookmark not defined.
REFERENCES ...................................................... Error! Bookmark not defined.
Appendix 1 Teaching learning process situation ... Error! Bookmark not defined.
Appendix 2 Captioned Video Samples .................. Error! Bookmark not defined.
Appendix 3 Source Texts ....................................... Error! Bookmark not defined.
Appendix 4 Students’ Translation (Pretest) ........... Error! Bookmark not defined.
Appendix 5 Students’ Translation Product (Posttest) .......... Error! Bookmark not
defined.
Appendix 6 Normal Distribution Test Data Processing ...... Error! Bookmark not
defined.
Muhamad Taufik Hidayat, 2014
Captioned Video And Translation Teaching
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Appendix 7 Hypothesis Testing Processing........... Error! Bookmark not defined.
Muhamad Taufik Hidayat, 2014
Captioned Video And Translation Teaching
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I
INTRODUCTION
The Background of the Study
Videos, as a form of multimedia technology, allow contextual clues to be offered.
It is believed to be able to stimulate and motivate students’ interest in the learning
process (Behen, 2006). This belief is line with Arthur (1999) who claim that
videos provide authentic and real model to be imitated and provides cultural
awareness of the target language. In addition, many researchers have suggested
the benefit of using video in supporting foreign language learning (Herron,
Hanley, & Cole, 1995; Arthur, 1999; Cakir, 2006; Kitajima & Lymann-Hager;
Winke, Gass, & Sydorenko, 2010). Along with development of video available in
this digital world, some interesting features of video are also provided. One of
these interesting features embedded in the video is caption. Caption refers to the
text appears on the screen transcribing the soundtrack in the same language
(Markham, 1999). It was originally developed for hearing-impaired people to
assist them accessing the information provided in the video. As the development
of information and technology increases, more videos; including movies, video
clips, documentaries or personally uploaded videos have now included the caption
on their presence. And these kinds of videos are available in various sources.
They may be attained from the internet, YouTube, DVDs, or Viewpoint.
The accessibility of these captioned videos has then attracted some educators and
researchers to bring captioned videos in classrooms practice. It has also been
experimented by some researchers in investigating the potential benefit of
captioned video for foreign language learning. For example, Danan (2004) found
that captions embedded in videos facilitated language learning by helping learners
visualize what they hear, especially if the input is slightly beyond their linguistic
ability. It was also believed that the visualization provides contextual cues to the
Muhamad Taufik Hidayat, 2014
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2
viewers. In addition, this contextual cues will assist learners in understanding the
new vocabularies more easily (Markham, 1999). For that reason, captioned video
was assumed as an alternative media of teaching that can help foreign language
learners in increasing their comprehension (see; Borras & Lafayette, 1994; Garza,
1991; Markham, 1999; Danan, 2004). This supports the fact that comprehension is
the first crucial aspect in translation in which this research is dealing with.
Given the fact that captioned video provides not only textual but also audio visual
properties, it was reasonable to implement those properties in bridging learning
process in translation program. Those properties ensure more supports in
understanding meaning of the source language since understanding appropriate
meaning in a language is required in a translation process (Bassnett, 2002). This
process requires the translators to have good comprehension toward the source
language in order to be able to render the intended meaning of the source
language text. It is in accordance with the statement that defines translation as “a
rendering meaning activity of a text into another language in the way that the
author intended the text” (Bassnett, 2002, p. 5).In addition, to understand the
appropriate meaning, a translator needs to know what the real context is (Nida,
2001).This demand on comprehension and the knowledge on the context in
translation is considered available in the captioned video.
The aforementioned discussion on captioned video and translation are two things,
among others, that inspired the researcher to carry out the current research on the
use of captioned video in translation teaching. In the context of this research, the
benefit of using captioned video will be measured through the students’
translation quality. This research was also in accordance with Davies (2004) who
inquired “whether or not translation can be taught? And how this should be
done?”(p.25). those two questions demand the answer as the challenge for
translation trainers and educators to find out the appropriate practice and
procedure in carrying out the translation program. Hence, this research attempts to
see the benefit of using multimedia technology, captioned video in particular, in
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translation teaching. It was also believed as Chesterman (2000) claims, like any
other skill translation can be learned. It now depends on the teachers and the
instructors in designing appropriate teaching practice and learning sources to be
applied in the classroom setting. The finding of the current research is expected to
prove the potential benefit of using captioned video in translation teaching and
may eventually provide alternative in designing translation teaching program.
This consideration is also supported by Bartrina and Espasa (2004) stating that
translation tarining program call for as many teaching alternatives as possible to
be implemented in the learning process.
The Problem Statements
Considering many issues regarding the need of a new insight of translation
teaching, the present study attempts to integrate the potentially beneficial learning
procedure in translation. As what has been previously pointed out in the previous
section, captioned video offers new directions and enrichment in translation
teaching. Therefore, this study tries to address the following question: can the use
of captioned video in translation teaching improve students’ translation quality?
The Objectives of the Study
Referring to the stated research question, it can be deduced that this this study is
aimed to find out whether captioned video can improve students’ translation
quality.
The Scope of the Study
This study focuses on the implementation of captioned video in translation
teaching. The main focus is on the translation as a learning tool in foreign
language learning. In other words, the study deals with process-oriented
translation teaching. In addition, since there are many kinds of videos available
for teaching, this research will limit the study on the captioned video that refers to
the video consisting on screen text along with the video as learning sources in
translation.
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It also has to be made clear that in this study, the learners are not trained to be
able to produce caption, instead they were exposed to the captioned video in
teaching learning process as they are supposed to improve their translation
quality. Furthermore, the translation process during the teaching learning
activities are not fully translating the caption, instead they are practicing
translating through the language fragmented design hierarchically from word level
into above word level and grammatical complex level.
Significance of the Study
Translation as an academic and professional field requires as many as valuable
inputs to develop its practice. It may be considered as a young discipline
(Bassnett, 2002). However, it offers challenges for those who are concerned with
this problem. Henceforth, the current study is expected to give the following
contributions:
1) Theoretically, to enrich and add up the existing literature on the use
multimedia technology, captioned video in particular, in translation
teaching; due to the fact that translation teaching may be considered as
‘new’ branch of language study (Bassnett, 2002; Anderman & Rogers,
2000).
2) Practically, to introduce the integration of captioned video as part of the
multimedia technology in translation teaching practice. In this case, for
teaching practitioners the current research suggests the integration of
readily available teaching resources that can be obtained from the internet
or television program into classroom teaching
3) Professionally, to prepare students with a life skill of translating which has
increased in demand of market service and to equip them a good learning
tool in foreign language learning. As translating is inevitably needed in
globalization setting requiring the information exchange from different
language speakers across the world. The demand for translation and
translator will be more promising as professional careers.
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4) To provide a new insight for educational policy makers in accommodating
more advanced and available source of language learning.
Definition of Key Terms
In order to clarify the frequently used in this study, it is necessary that the author
provide the definition of the key terms. It is aimed to help those who may concern
to this study understand the important concepts. To that end, the clarifications of
the key terms are presented as follows:
(1) Caption refers to the text appears on the screen transcribing the soundtrack
in the same language (Markham, 1999)
(2) Translation quality is defined as the criteria used in determining
acceptability and appropriateness of translated texts and laying out specific
expectations for approved translation products (Riazi, 2003; Beeby, 2000)
(3) Equivalence according to Pym (2010b) is the idea that one language could
have the same value when it is translated into another language
Organization of the Thesis
The thesis starts with Chapter One, which provides the background, the problem
statements, the objectives, the scope, the significance the definition of key terms
and the organization of the thesis. It is then followed by Chapter Two, which
provides some rationales and, at the same time, reviews several different points of
view relate to the concept of translation competence and captioned video before
summarizing and choosing one of the viewpoint that the researcher took as the
basis for the whole thesis. In Chapter Three, the author provides the step-by-step
explanation related to the research Method and design. Chapter Four discusses the
findings of the study that focuses on finding potential benefit of using captioned
video in improving learners’ translation quality. The thesis ends with providing
some suggestions and a brief conclusion for the whole study.
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CHAPTER III
RESEARCH METHODOLOGY
Introduction
After reviewing related literature relevant to the implementation of captioned
video in various teaching programs, the discussion on more practical way of the
experiment in using captioned video will be explained in this chapter. This
chapter discusses the elaboration of methodology, research site and participants,
data collection technique, research procedure and technique of data analysis. In
terms of analyzed and obtained data, quantitative study was considered
appropriate to be used in the current study. It was due to the fact that this study
mainly investigate numerical data as the primary data. It is in line with Cresswell
(2012) who characterized quantitative research by its feature in handling
numerical data through statistical analysis
Research Methodology
As mentioned earlier, this study employed quantitative research methodology.
Referring to the data used in this research, in this case numerical data obtained
from the pretest and posttest, this research fulfilled the criteria of quantitative
research. One of the most prominent characteristics of quantitative study is that
the ability to integrate the set of analytical and inferential statistics (Cohen,
Manion, & Morrison, 2007). The quantitative data was primarily obtained through
the implementation of pretest and posttest to analyze the learners’ translation
quality. Furthermore, “analyzing trends, comparing groups, or relating variables
using statistical analysis, and interpreting results by comparing them” (Cresswell,
2012, p. 60) was the primary process in the current study. The obtained scores
was then compared and analyzed statistically in order to prove the significant
effect of applied treatment toward learners’ translation skill. One group pretest
posttest that highlighted the significant effect of using the experimental treatment
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was the research design deemed appropriate for this research setting. One group
pretest posttest design was preferred due to its features in identifying the gains
that the subjects have made after the completion of the treatment (Hatch &
Hossein, 1982). Furthermore, this design was chosen since it is it is not always
practicable to rearrange students into different groups or classes at will (Nunan,
1992). As what was encountered the by the researcher that from 4 classes
involved in this study, the classes demanded to be treated equally in the teaching
learning process.
Research Site and Participants
The study was conducted in English Education Program of STKIP Garut wherein
the researcher is one of the teaching staffs. Therefore, the researcher affords
convenience to access and obtain the data needed. The site was considered
appropriate since the English education program of STKIP Garut includes
translation course that provides the appropriate data needed for the current studies.
The main participants of the study was third semester students enrolling in
Translation I class. Translation I class was chosen since it provides the students
with English to Indonesian translation program that fits ‘typicality or possession
of the particular characteristics being sought’ (Cohen, Manion, & Morrison, 2007)
in the current experimental study. Furthermore, the students were chosen as they
have completed Bahasa Indonesia course as their native language that was
considered to be sufficient in equipping them the target language knowledge
required in translating which is in line with Bell (1991) and Chellapan (1982) who
emphasize the importance first language adequate knowledge in Translating.
Data Collection Technique
The primary data collections of the current study were test and document analysis.
The test itself was divided into two parts; pretest and posttest. The pretest was
utilized to figure out the students’ initial competence in translating. On the other
hand, post test was administered to see whether or not the students’ competency in
translating improved as the result of designated treatment. Document analysis was
used to analyze the learners’ translation product. Document analysis was used for
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its feature in which documents are interpreted by the researcher to give voice and
meaning around an assessment topic (Cresswell, 2012). These two methods of
inquiry was triangulated in order to clarify the findings. This triangulation was
expected to provide better and clearer description of the answer for the current
research.
Research Procedure
In order to obtain systematic procedure in completing the research, the research
was divided into different stages covering preparation, implementation and
evaluation. It is to confirm previous research on the use of captioned video (see:
Garza, 1991; Markham, 1999; Danan, 2004; Panizzon, 2006; Winke, Gass, &
Sydorenko, 2010; Rokni & Ataee, 2014)
Preparation
This phase was the initial step required in completing the project. In this phase the
resources needed and required for the research was accommodated. First,
appropriate video consisting caption was selected and prepared. It involved
viewing, downloading, sorting and modifying. This process was in line Garza
(1991), Markham (1999), and Panizzon (2006) phase in preparing learning
sources in the classroom discussed in chapter 2. In this process the video materials
for learning translation was selected, sorted and modified. It was done to assure
that the content and the caption in the video was appropriate for learning process.
Downloaded video was then altered using available subtitle editor software to be
readily usable for classroom purposes. In this modifying phase the caption
contained in the video was highlighted. It was prepared this way in order to
facilitate learner in the classroom to be more focus on the target word, phrases,
clauses, idiom or proverb presented in the text. Relevant to Baker (1995) , the
focus of every lesson was mainly based on the equivalence principles; starting
from word level to above word level, grammatical level. This equivalence level
was presented in eighth-classroom meetings. In this preparation stage, the writer
collected as many videos as possible to provide enough comparison to decide
content appropriateness for teaching. It is to confirm Arthur (1999) claiming that
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various range of video-based materials are needed in providing wide range of
context for students to learn.
Implementation
The second phase is considered as the treatment stage during which the prepared
captioned videos were presented in facilitating learning process in translation
course. Twelve meetings were scheduled in completing the treatment. Basically,
every meeting provided relatively similar classroom teaching practice wherein the
captioned videos were presented. Primarily the activities conducted in the study
was adapted from Bartrina and Espasa (2004). During the viewing video session
students were asked to pay attention to the highlighted text in the caption. These
highlighted texts were the focus of learning target. When they encountered
problem in understanding the highlighted texts, students were allowed to interrupt
to discuss the problem. The discussion session was needed as Gile (1995)
reinforcement in revisiting theoretical practice in translation training program. In
solving this problem they were asked to use the clues that may appear in the video
this is to confirm Boras and Lafayette (1994) Danan (2004) findings that
captioned video provides resourceful contextual clues through image and sounds
in comprehension process. After the problem was solved, the video was resumed.
And this process was done over and over until the video ended. After the learners
finished watching the video they were asked to translate the printed version of the
captions. It was the implementation stage of what they had discussed. It provided
them an opportunity to practice their knowledge in translation. As the video had
been prepared and modified for the learning process, affordability and practicality
were two basic principles used in this teaching learning process. The
implementation stage was done in 12 meetings to make sure that the significance
of the treatment is evidently acquired. For further detail of learning objectives and
syllabus see appendix
Evaluation
The last and beneficial stage was evaluation. In terms of practical implementation
this stage was realized through the implementation of feedback in every meeting.
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Feedback was given as to provide beneficial input to enhance the quality of their
translation. Due to the class size and time constrain available, the feedback was
equally distributed to all students. Feedback was used to provide learning input in
highlighting certain focuses to achieve the learning target (Anderson & Collins,
1988) .The instructor chose randomly to check learners’ translated text. The
feedback was aimed at building and reinforcing theoretical knowledge given in
the first meeting of the research.
Technique of Data Analysis
Pretest was carried out in the beginning phase of the research. It was done to see
and to obtain initial data on students’ translation skills. The test required the
students to translate a text. After the student completed the test (pretest, their
translation product is then assessed using translation assessment rubric. The total
score of their translation was analyzed statistically to decide whether or not the
data were normally distributed. Here, the Liliefors test analysis was used as
primary test analysis to see the distribution. The descriptive statistic data was also
portrayed and applied to present the data in a more conveniently readable form.
The primary description primarily highlights the means and the standard deviation
of the initial data from pretest.
Another data was obtained from the post test. This test was carried out at the final
phase of the research. It was carried out to see if students gain statistically
significant improvement on their translation skill. The test itself was similar to the
test carried out in the pretest. Of course, different texts were used to see the
improvement. The translated texts of the students were also scored in order to be
compared to the pretest result. As the pretest data, the post test data was also
tested for its normal distribution to assure the validity of appropriate statistical
computation to be used. After the data was convincingly normally distributed, the
final statistical analysis was applied. In this final phase. The t-test analysis is the
main instrument to analyze the data. The t test was used to decide whether or not
the implementation of treatment has significantly enhanced students’ translation
skill.
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After the data from pretest and posttest were compared, the findings from the tests
were strengthened by document analysis. Using the same rubric used in assessing
learners’ translation work, the researcher analyzed the students work to get a
better description on the investigated problem. In assessing the students’
translation
product,
the
researcher
adopted
the
rubric
developed
by
Khanmohammad & Osanloo (2009), the rubric provides general considerations on
measuring learners’ translation product (Goff-Kouri, 2005). It was used for its
coverage in accommodating important aspects in assessing the translation
products. It was also considered to be in accordance with the translation
competence conception (Khanmohammad & Osanloo, 2009)
The translation assessment rubric
Score
25-30
21-24
16-20
11-15
1-10
20-25
15-19
10-14
5-9
1-4
17-20
Description
Accuracy (30%)
No identifiable problems of comprehension; original message has been conveyed
completely to TL readers; no omissions or additions to information
Virtually no problems of comprehension except with the most highly specialized
vocabulary with no influence on TL readers’ understanding; some partial omissions
and additions
Information is conveyed to TL readers with some difficulty due to translator
misunderstanding of some parts of original message; apparent omissions and
additions
Poor expression of ideas; numerous serious problems in understanding ST interfere
with communication of original message; difficult to understand TT
Severe problems interfere greatly with communication of original message; TL
reader can’t understand what original writer was trying to say
Finding equivalent (25%)
All lexical and syntactic elements have been understood; precise vocabulary usage;
words have been chosen so skillfully that the work reads like a good publishable
version
Full comprehension and good usage of a wide range of vocabulary and structures;
specialized vocabulary presents some problems with unsuitable equivalents
General comprehension of a fair range of vocabulary although some gaps observed;
some vocabulary misused; some evidence of plausible attempts to work around
difficulties of finding equivalents, perception, wordplay and other linguistic features
Comprehension of vocabulary and structures show quite noticeable gaps which
obscure sense; problems in finding correct vocabularies; unable to cope with
specialized vocabulary
Inappropriate use of vocabularies; comprehension of original seriously impeded
even with fairly everyday vocabulary and structures; translation as a whole makes
little sense
Register, TL culture (20%)
Good sensitivity to nuances of meaning, register are precisely and sensitively
captured; there is a sophisticated awareness of the cultural context; translation
shows a sophisticated command of TL lexis, syntax, and register
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13-16
9-12
4-8
1-3
13-15
10-12
7-9
4-6
1-3
9-10
7-8
5-6
3-4
1-2
There is a fair degree of sensitivity to nuances of meaning, register, and cultural
context
There is a lack of sustained attention to nuances of meaning, register, and cultural
context; no awareness of register; TL lexis, syntax, and register are not always
appropriate
There is scant attention to nuances of meaning, register, and cultural context; there
are serious to severe shortcomings in the use of appropriate lexis, syntax, and
register
There is no appreciable understanding of nuances of meaning, register, and cultural
context; no concept of register or sentence variety
Grammar and ST style (15%)
Gives the feeling that the translation needs no improvement from grammatical and
stylistic points though one or two natural failings might be observed; native-like
fluency in grammar
Shows flair for stylistic manipulation of TL items as if text were written in TL
originally except where the language is placed under severe pressure of
comprehension; maintains advanced proficiency in grammar; some grammatical
problems but with no influence on message
Tends to have awkward grammatical usage in TL and literality of rendering though
but not impeding sense in a significant manner; some attempts to reflect stylistic
features of the original; some grammatical problems are apparent and have negative
effects on communication
Clumsy TL; often nonsensical grammatical usages in TL; unnatural sounding; little
attempt to reflect stylistic features of the original; there is evidence of clear
difficulties in following style; grammatical review of some areas is clearly needed
Little sense of style which often makes poor sense in TL; knowledge of grammar is
inadequate; use of TL grammar is inadequate; severe grammatical problems
interfere greatly with message
Shifts, omissions, additions and inventing equivalents (10%)
Correct use of relative clauses, verb forms; use of parallel structure; creative
inventions and skillful solutions to equivalents; no fragment or run-on sentence
Almost all shifts appear with partial trespass, attempts variety; some inventions for
not available equivalents in TL; no fragment or run-on sentence
Some shifts but not consistency; awkward and odd structure; only few run-on
sentences or fragments present
Lacks variety of structure due to not preserving necessary shifts except for few
cases; little or no evidence of invention in equivalents
Unintelligible sentence structure due to completely ignoring necessary shifts; no
skillful handling of equivalents; no trace of invention
Adopted from Khanmohammad & Osanloo (2009)
In order to ensure the improvement obtained from the statistical analysis using
one tailed paired sample test, the researcher confirmed the gain obtained from the
experiment by computing the result of pretest and posttest through normalized
gain test. Normalized gain test was used to have a better description on the
statistical result of an experiment (Hatch & Hossein, 1982)
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CHAPTER V
CONCLUSION AND SUGGESTIONS
Conclusion
After completing the experiments, the research has now come to draw some
important conclusion related to the findings of the current study. As mentioned
earlier the current study was guided by research question that seek the effect of
using captioned video in improving learners’ translation quality. To this end
experimental study under one shot pretest posttest designed was used to complete
the experiment. The result showed that captioned video accompanied by its
contextual cues was significantly affect learners’ translation quality. This
improvement has been statistically analyzed to convince the significance of the
effect. This finding also confirm previous studies claiming that caption has
significant effect in improving learners comprehension, translation competence
and speaking ability.
Learners’ quality in translating was seen significantly improved after the
treatment. By comparing their initial translation quality in the pretest to their
translation quality in the posttest the research drew some conclusion that the post
test score was slightly better than the pretest score. However it should be noted
that the total score obtained were made up some criteria covering such aspects as
accuracy, finding equivalent, grammar and ST style, register and TL culture and
the use of shift, addition, omission and inventing equivalent. From these assessed
aspects, the researcher has found out that the strongest improvement occur in the
aspect of accuracy, finding equivalent and register and TL culture. In the aspect
of accuracy the learners show better improvement in comprehending the intended
message in the source language text. In the matter of finding equivalent, the
learners’ translation products have shown a wide range of vocabulary and
structures usage especially when dealing with specialized vocabulary with
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unsuitable equivalents. In the aspect of using register and TL culture, learners
have a fair degree of sensitivity to nuances of meaning, register, and cultural
context. However the weakest improvement that was revealed in this research
happen in Grammar aspect in which the learners seem to remain unaware. This
may due to the fact that the main features of captioned video that mainly help in
the comprehension process.
The finding on the benefit of captioned video in foreign language program also
justified that the integration of update technology and multimedia offers
alternative to be used as learning sources that fulfill learners need in current
development. When learner watching the movies and texts aids are displayed, the
image, texts and the sound are inter-correlated in catching learners’ attention to
be more engaged in the teaching learning activities. This connection between
three contextual aids has helped learners in enhancing their comprehension
toward source language text which in turn helped them in accurately finding
appropriate meaning in the target language text.
However, the implementation of captioned in translation teaching is not problem
free. Finding appropriate video and along with its embedded caption was another
consideration to be taken into account. Not all video available on the internet fit
to be used in classroom teaching. Teachers and educators should select and filter
the appropriate videos along with their caption to be applied in the classroom. In
addition, the modification of caption in the preparation process was time
consuming. This should be taken into account to make sure that the teacher will
have enough time to plan and prepare the learning material and process.
Suggestions
Based on the aforementioned discussion and finding, it is suggested that the
integration of captioned video in translation teaching be implemented as the
alternative for traditional paper-based instruction. Despite the novelty of the
implementation, the potential advantages have influenced the participants’
translation quality after the experiment. It is also the indication for teachers and
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instructors to accommodate more various learning materials to be implemented in
the classroom. The finding of this study is far from being perfect, it is
recommended further investigation is needed in supplementing the current
research. The confusion for the new learning environments encountered by the
students may provide reasoning to start with further investigation. In addition,
selecting and preparing the learning materials for the classroom activities are
rather time consuming, it is important that the preparation process involve editing
and revising for the language content. It, therefore, requires more effort compared
to preparing the paper-based material. Editing video and the caption attached to it
requires the use of sophisticated computer software. In brief despite the fact that
the integration of captioned video is a complicated and time consuming task to be
prepared, it provides potential benefit to be used in the classroom setting in order
to help learner acquired the targeted skill or achievement.
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