CHAPTER II LITERATURE REVIEW
2. Concept of Video Dubbing
Dubbing is one part of audiovisual translation. Nicolae (2018) stated that audiovisual translation related to subtitling, revoicing, and dubbing. Dubbing is understood as the creative process of adapting source language texts/scripts/verbal messages to target language scripts/soundtracks, where soundtrack substitution is performed. This is the need for trance adaptation in transfer between languages.
Dubbing as a part of modern audiovisual translation (AVT) mode. Talavan (2019) explained that fun subbbing and fun dubbing, understood as the creative audiovisual translation of text, be it into subtitles or through the production of a new audio track. After considering the creative power of AVT education and providing a suitable theoretical justification, the article will present a methodological proposal on how to use this AVT mode in an online environment. Finally, the initial data obtained from the short-term trial will be analyzed and discussed.
Video dubbing clips offers an excellent opportunity to develop the skills of foreign language learner‟s at all linguistic levels. Burston (2005) explained that the video production affords foreign language students an excellent opportunity to develop linguistic skills through task-based activities. Furthermore, video dubbing technique are projects in which students substitute their own voice for the original
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soundtrack of a video. In this research, students dubbed the sound of a video. In addition, students should adjust their speech speed to the actors' lip movements, adjust their voices to the actors' moods and body language, and copy the actor native speaker pronunciation, students can improve their English pronunciation.
Dubbing is acting as a voice-over actor. Chaume (2006) stated that dubbing can be identified as an activity to change the sound or speech on a film or video into another language. Dubbing is a type of audiovisual translation that consisting of a replacement of the original track of a film containing the source language dialogs, for another track on which translated dialogs in the target language are recorded.
Active dubbing is an audiovisual process by which the original speaker‟s voice is replaced entirely by our student‟s voice.
Dubbing is the process of replacing the original sound in a video. Sanchez-Requena (2015) stated that dubbing is the re-voicing that could be done by muting the voice of the original actors.
Meanwhile, according to Yu as cited in Florente (2016), the word dubbing has meaning in a broad sense it means to replace an existing soundtrack and in a narrow sense it means to do a type of lip-syncing to match the voices and lip movements of the existing source.
Based on the description above, it can be concluded that dubbing video techniques are valuable teaching technique. In modern one, teacher should be creative and innovative. The method of film
dubbing offers a unique opportunity for the imitation of English pronunciation and intonation with in a contextualized scenario.
b. The Dubbing Process
Video dubbing is process of fill in the sound of the video where the original soundtrack of the video is turned off. In addition, video dubbing can reduce student stress and make the teaching and learning process fun. Chaume (2006) stated that the dubbing process is driven by the following features:
1. A voiceover director chooses the voices of professional actors and actresses who will voice a film or video.
2. Then a dialogue writer rewrites the translation to sound like natural speech and keep it in sync.
3. This text is then passed on to the voiceover actors and actresses who will pronounce and include all of the film's original source lines.
4. The sound technician would then record target dialogue on a blank track from the original copy of the film, which would eventually be mixed with the original track so the film could also be exhibited and heard in the target language.
c. The Procedures of Video Dubbing Technique
The technique will be completed in four weeks as an after-class assignment. He and Wasuntarasophit (2015) explained that the students work in pairs dubbing the selected video and require to practice at least an hour per day during the four week treatment. Thus,
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four weeks were perceived to be enough for the participants to dub the video. The video dubbing technique in this study contained seven main steps as follows:
Table II.1
The Procedures of the Video Dubbing Technique Adapted from He and Wasuntarasophit (2015)
Step Activities
1.
a. Students (Ss) watch the video in class.
b. Teacher (T) gives an introduction to the background story of the ant and the dove.
2.
a. T assigns the task. Ss get the video and scripts from T.
b. Ss receive a Video dubbing technique instruction sheet from T, in which technique requirements, scoring criteria and suggestions are provided.
3. a. Ss practice dubbing for pre-recording after class within 1 week.
4.
a. T gives a 30-minute instruction about sentence stress in class. The instruction is given in Bahasa.
b. T gives feedback and suggestions on Ss„ performance in the pre-recording.
c. T asks Ss to listen to their own pre-recordings and compare their performance to the original soundtrack for correction and self-improvement.
5. a. T assigns the annotation task and requires the annotated scripts to be submitted within 1 week.
6. a. Ss practice and rehearse dubbing the video.
7. a. Ss record their final versions of the video dub and send their work to T.
Furthermore, advantages and disadvantages of video dubbing is referring to Navisha (2019) as follows:
1) Advantages
a) Grab students‟ attention b) Focus students‟ concentration c) Draw on students‟ imagination
d) Build a connection with other students and instructor e) Increase memory of content;
f) Increase understanding g) Foster creativity h) Make learning fun.
2) Disadvantages a. Need more time b. Use many media