AN INVESTIGATION OF THE STUDENTS’ METHODS, STRATEGIES, AND DIFFICULTIES IN TRANSLATING ENGLISH TEXTS INTO INDONESIAN :A Case Study at One Madrasah Aliyah in Bandung.

(1)

i

CHAPTER II: TRANSLATION AND ITS RELATED ASPECTS ... 12

2.1. Introduction ... 11

2.2. Definition of Translation... 11

2.3. Grammar Translation Method... 14

2.4. Methods of Translation ... 15

2.5. Translation Process ... 21

2.5.1. The Process of Analysis ... 22

2.5.2. The Process of Transfer ... 23

2.5.3. The Process of Restructuring ... 24

2.6. Problems of Translation ... 25

2.7. Translation Competence ... 29

(2)

ii

2.7.2. Textual Competence ... 30

2.7.3. Subject Competence ... 31

2.7.4. Cultural Competence ... 32

2.7.5. Transference Competence ... 33

2.8. Translation Strategies... 33

2.8.1. Borrowing ... 34

2.8.2. Calque ... 34

2.8.3. Literal Translation ... 35

2.8.4. Transposition ... 36

2.8.5. Modulation... 37

2.8.6. Equivalence ... 38

2.8.7. Adaptation ... 38

2.8.8. Reduction and Expansion ... 40

2.9. Conclusion ... 42

CHAPTER III: RESEARCH METHODOLOGY ... 44

3.2. Research Design... 44

3.3. Setting and Participants ... 44

3.4. Research Instrument and Data Collection Technique ... 45

3.3.1. The Translation Tasks ... 45

3.3.2. Questionnaire ... 46

3.3.3. Observation ... 46

3.3.4. The Use of Interview ... 47

3.4. Data Analysis ... 48

3.4.1. The Analysis of Students’ Translation Tasks ... 49

3.4.2. The Analysis of Observation ... 49

3.4.3. The Analysis of Interview with Participants and with the ... English Teacher ... 49

(3)

iii

CHAPTER IV: DISCUSSION AND INTERPRETATION OF RESEARCH

FINDINGS ... 51

4.2. Data from the Students’ Translation Tasks ... 52

4.2.1. The Analysis of Participants’ Methods in Translation ... 52

4.2.2. The Analysis of Participants’ Procedures in Translation ... 83

4.2.3. The Analysis of Participants’ Difficulties in Translation ... 88

4.3. Data From the Interview with the Participants ... 109

4.4. Data From the Interview with the English Teacher ... 117

4.5. Data From the Observation ... 119

4.6. The Students’ Solution in Translating English Texts into Indonesian ... 121

CHAPTER V: CONCLUSIONS, LIMITATIONS OF THE STUDY, AND RECOMMENDATIONS FOR FURTHER STUDIES ... 123

5.1. Conclusions ... 123

5.2. Limitations of the Study... 125

5.3. Suggestion ... 126

References ... 128

Appendices ... 134

(4)

1 CHAPTER I

INTRODUCTION

This study is concerned with investigating the students’ methods and

strategies in translating English texts into Indonesian, difficulties in doing translation activity, and ways of solving their difficulties in the translation tasks.

Beginning with the reason why the topic is chosen, this chapter will formulate the research problems and the research questions that the study seeks to answer. Finally, the statements of the contribution that this study makes in the field of

ELT will follow along with the organization of the study.

1.1. Background of the Study: The Role of Translation

Activity in the ELT Classroom

Translation is a significant part of ELT for a long time (Kfouri, 2005 in; file:///D:/translation-activities-language-classroom.htm). With the arrival of

communicative methodologies, translation was quickly neglected in the past, along with other ‘traditional' tools such as dictation, reading aloud and drills.

However, these activities are now a feature of many communicative classrooms. As Duff (1989) says, teachers and students now use translation to as a tool to learn, rather than learning translation. Duff further explains that modern

translation activities have clear communicative aims and real cognitive depth, show high motivation levels and can produce impressive communicative results.

(5)

2 the L2 reading comprehension process. Kern finds that students often use

translation to understand the text. Cook (1992) also adds that second language learners use their L1 while prcessing their L2. Cook suggests that teacher must not separate the L1 from the L2, but instead they should make use the L1 while

teaching the students.

Similar studies conducted by Daulton (1999) and Roca (1992) on the use

of translation in bilingual classroom show that translation may help students learn the target language in ESL classroom. Gill (1998) explains that during the language learning process, translation stimulates language learnerst to

distinguish and encourage students to make comparison between the grammars of the Source Language (SL) and the Target Language (TL).

Translation activity introduces students to words and expressions that resist translation such as terms related to slang language, institutions, and the like (Gill, 1998). Duff (1990) states that translation trains the reader to search

(flexibility) for the most appropriate words (accuracy) to convey what is meant (clarity). When designed well, translation activity in the classroom can support the

four skills and the four systems. In terms of communicative competence, it requires accuracy, clarity and flexibility. Translation in groups can encourage learners to discuss the meaning and use of language at the deepest possible levels

as they work through the process of understanding and then looking for equivalents in another language

(file:///translation-activities-language-classroom.htm). Thus, translation activity consequently brings the necessity of developing foreign language teaching especially English.

(6)

3 c2.pdf) states that with a careful application aimed at specific goals and situations,

translation can contribute to the students' acquisition of the target language at all levels. Unfortunately, the lack of positive literature available on translation use in the classroom, and the negative perception it receives by the 'experts' and trainers,

has certainly made teachers careful of dealing with translation or doing research on it (Atkinson:1987). Does translation in the classroom accelerate or slow down

the learning process? Does it prevent the students from developing second language skills? Does it, in fact, place the classrooms in an atmosphere strongly remind to grammar-based learning, which is much hindered communicatively

based methodology?

While there may be some negative perceptions of using translation, this

study argues that there is a place in the learning environment for translation. Cunnigham (2000) argues that there is no reason why translation activities can not be incorporated into communicatively based lesson, and they promote different

activities that suit different goals and aims of students (Atkinson, 1987; Edge, 1986; Heltai, 1989; Tudor, 1986 in http//www.cels.bham.ac.uk/resources/essays/

Cindyc2.pdf)

Heltai (1989) suggests that if the translation activities are conducted in pairs or in small groups, the students must use the target language for negotiation

in order to agree on the more appropriate language to be used (Heltai:1989; Edge:1986). Heltai further explains, for many students, the use of the L2 will be

(7)

4 ones which require more colloquial language. Translation can provide these

situations.

At the same time, Atkinson (1987) explains that activities that involve some translation promote guessing strategies amongst students and helps reduce

the word-for- word translation that often occurs and which results in inappropriate L2 use. Even Harbord (1992) admits that some translation work teaches students

to work towards transferring meaning "rather than the word-for-word translation that occurs when the learner's unconscious need to make assumptions and correlations between languages is ignored" (Harbord:1992).

This study attempts to consider some of the arguments for the importance of translation and demonstrate how the arguments against it do not represent what

is currently being proposed. Therefore, this study refuses the assumption that translation is an inappropriate tool for second language acquisition (SLA), or giving harm to the students because there is no access to a learning technique. For

that reason, it is reasonable to say that translation is important in current teaching methodology.

It is a fact that doing translation tasks is complicated, artificial and even misleading, since using another language we are pretending to be someone that we are not. Therefore, translating one language into another is not simply

reproducing so that it can never be like the original (Newmark, 1988: 7-8). This is very relevant to the researcher’s teaching experience which reveals that there are

(8)

5 With this in mind, it becomes clear that the need of investigating the

students’ difficulties in the translation activity, in this case translating English texts into Indonesian, is an undeniable fact. It is by diagnosing their difficulties that we, as the language teachers, could find the alternative solution to solve these

problems. By knowing their difficulties, teachers can discuss the meaning and use of language at the deepest levels as they work through the process of

understanding and then looking for equivalences in another language. Later, teachers could find alternative methods that could better determine students’ translation competence and which would also be more teaching-oriented.

1.2. Identification of the Problems

Based on the researcher’s teaching experience at Madrasah Aliyah

(Islamic Senior High School) for eleven years as an English teacher, it shows that

students still find difficulties when they are faced with English texts to be

translated into Indonesian or vise versa. This phenomenon can be easily observed from the results of their translation tasks. There are many factors that play in the difficulties of doing translation tasks. A study carried out by Yusrida (2001) has

identified that there are at least four problems that may arise when someone is doing translation tasks, namely; 1) grammar, 2) lexicon, 3) grammar that cause

global and local problems and 4) lexicon that causes global and local problems. With regard to the statement above, Harto states that there are also four problems regarding to the translator; 1) finding the general terms relevant with the

target language, 2) getting original texts not clearly written, 3) finding the relevant terms in accordance with the original cultures and concepts, and 4) minimum

(9)

6 Altay has also conducted a similar research and identified that there are at

least five problems arising when doing translation activities. They involve; (1) culture-specific quality of the texts, (2) differences in language systems, (3) problems related to terminology, (4) the use of unusual sentence structures in

English, and (5) the use of old English words. Meanwhile, a study about students’ difficulties in translating Belgium texts into English, as conducted by Binche

(1999), revealed that in many cases vocabulary has always become the most difficult part in translating. The reason, according to Binche, is that translators are oftern faced with the task of either keeping the term in the source language and

including the explanation, or translating the terms in the source language. This is not easy because once the term is translated, a great deal of the meaning is lost.

Since this study attempts to investigate students’ difficulties in doing translation tasks, those theories seem very relevant to be applied here. However, prior to investigating the students’ difficulties in translating the texts, an

investigation about the students’ methods and strategies of translation should also be explored. This is based on the argument that the kinds of methods and

strategies the students employ determine the quality of their translation. The appropriate methods and strategies the students use, the appropriate and natural translation it will be.

1.3. The Formulation of the Problems

Based on the descriptions above, this research would address the following

questions:

1. What methods and strategies do the students use in doing the

(10)

7 2. What difficulties do the students encounter in translating English

texts into Indonesian?

3. How do the students solve their problems in translating English texts into Indonesian?

1.4. The Purpose of the Study

In line with the problems formulated above, this study aims to;

1) identify the students’ methods and strategies when translating English texts into Indonesian.

2) identify the factors that make it difficult for the students when translating English text into Indonesian.

3)identify the students’ solution when translating an English text into

Indonesian.

1.5. The Significance of the Study

The findings of the research will be expected to be useful for the contribution of the practical, theoretical, as well as professional benefits for

students and those taking interests in translation works. The findings are also expected to;

1) provide teachers or those interested in translation works with the issues in accordance with the problems the students may have.

2) contribute to the development of teaching learning process,

particularly for theoretical reference.

3) contribute the teaching profession especially the methods and

(11)

8 1.6. The Scope of the Study

The scope of the study will cover the participants and the delimitation of the study. The participants of the study are the students of the third class of one

Madrasah Aliyah/MA (Islamic Senior High School) in Bandung. The reasons for choosing the participants at this school is that they meet the criteria for the

purpose of doing this research (Alwasilah, 2006). The reasons are; (1) they are the students of MA, a similar school in which the researcher teaches, (2) the accessibility and coorperativeness. The English teacher studies at the same

university as the researcher which makes it more accessible, (3) the students are very cooperative, and (4) the consideration of financial effectiveness. While the

reason for choosing the third students is that they are going to face the national final examination.The study will be delimited to the results of students’ translation tasks. The study limits itself and focuses on the methods, strategies,

and difficulties in translating English texts into Indonesian. There are four kinds of texts used in this study which can be seen in Appendix 1.

1.7. The Definition of Key Terms

To make it easy for readers to understand the key terms, this research

will then provide explanation with respect ot some important terms in the study as follows:

1. Difficulty refers to the state of quality of being hard to do or to understand;

the effort that something involves (Oxford Learners’ Dictionary).

2. Translating refers to the act of process of transferring meaning of a text from

(12)

9 3. Translation refers to (1) the act or an instance of translating, or (2) a written

or spoken expression of the meaning of a word, speech, book, etc, in another language (Concise Oxford English Dictionary in Hatim and Munday:3). 4. Text is any form of written material; the main printed part of a book or

magazine, not the notes, pictures, etc (Oxford advanced Learner’s Dictionary).

5. Strategies are the procedures the participants employ in translation and to solve problems (Newmark).

1.8. The Organization of the Research

This research will be organized into five chapters, each of which consists of the points to be discussed. Chapter I discusses the burning issues of the

research which leads to the interest of this study. This part will be followed by the identification of the problems, the purpose of the study, significance of the

study, and the scope of the study, the definition of key terms.

Some concepts adopted for the study is discussed in chapter II. This chapter also discusses the previous study undertaken by others on similar issues.

In this part, some theories about translation are explored. Chapter III explains the way the researcher carries out the research. It covers the research design,

research site, research participants, subjects and objects of the study, research data, technique of collecting the data, and the analysis of the data.

Chapter IV focuses on the research findings in which it covers the

analysis of the students’ translation, factors that make their difficulties to do translation tasks, their strategies, and the problems in translating an English text

(13)

10 in chapter I. Finally, the conclusion and some recommendations about ways to

(14)

43 CHAPTER III

RESEARCH METHODOLOGY

3.1. Introduction

This chapter attempts to discuss the steps taken by the researcher in conducting the research. There are five sections in this chapter. The first section is the research design. It tries to present the methodology employed and

illustrates how the study is carried out. The second section is related to research site and participants involved in the study. The data collection including the

instrument used is discussed in the third section. Finally, the last section elaborates on how the data gathered is analyzed and interpreted.

3.2. Research Design

It has been mentioned above that this research was designed to explore the methods and strategies the students used in translating English texts into

Indonesian, factors that caused the difficulties, the types of difficulties, and students’ solution. This study was described from the perspective of qualitative research. It employed a qualitative case study design, as it observed the

characteristics of an individual unit, that was a group (Cohen and Manion, 1994: 106). Therefore, this study seemed very relevant to a case study because it

attempted to explore the students’ difficulties in one class of the third-students. 3.3. Setting and Participants

The research was conducted at one Madrasah Aliyah in Bandung with

(15)

44 site, and thus to increase feasibility of the study. Secondly, having been studying together at post-graduate program at UPI with the English teacher of

this school, researcher expected to lead to a more natural conduct of research, in the context that normally occurs. While the participants of this study were the

third-grade students of this school, considering that they had learned English both theoretically and practically for more than 3 years at senior high school (SMP), and 3 years at SMU. With this in mind, they had had enough knowledge

about English which was useful to help them to face the UN (the National Examination) in a short time. There were 43 participants chosen to be the

subjects of the research,

3.4. Research Instrument and Data Collection Technique

This study employed the technique of collecting data by the following steps; the translation tasks, questionnaire, observation, and interview.

3.4.1. The Translation Tasks

The researcher made instruments of translation which had to be translated by the participants. The instruments were taken from various sources;

books, internet, etc. It consisted of three types of text, namely: 1) expressive, 2) informative, and 3) vocative. The reason for the inclusion of all types of text was that texts have their own types or characteristics which are different from

each other (Buchler, 1934). With students translating each type of text, researcher could see whether each type of text caused special characteristic of

(16)

45 Prior to selecting the instruments to be used in this study, the researcher first consulted the supervisors to get the approval. The result of the translation

tasks (provided in the Appendix 2), was then assessed as soon as the participants had finished translating the texts. This step was taken for the purpose of

recognizing the students’ difficulties in translating, the methods and strategies they used, and the factors that caused difficulties for them in doing translating tasks. The translated texts were then collected from the participants as the major

(17)

46 3.4.2. Questionnaire

To support the data from the translation tasks, questionnaire (provided in

the Appendix 3), was distributed to all participants. With the participants filling the questions in the questionnaire, researcher could see whether the data from the translation tasks were consistent to the data collected from questionnaire.

The questions in the questionnaire were selected based on the relevant issues as stated in the research questions. It consisted of eleven questions which was

divided into two parts; the multiple choice and essay. All the data from this questionnaire were then crosschecked and compared to all data collected from their translation tasks, observation, and interview.

3.4.3. Observation

Observation was carried out as the participants were doing their translation tasks. Recorded in the form of video, observation (provided in the Appendix 3), was done for purpose of observing the process of translation,

strategies they used, and how they overcame their problems. Marshall and Rossman (2006: 96) state that observation is the systematic noting and

recording of event, behaviors, and artifacts (objects) in the social setting chosen for study. According to Marshall and Rossman, the recorded observation consists of the detailed, nonjudgmental, concrete descriptions of what has been

observed. With respect to the above theory, the researcher also took notes immediately what happened in the classroom. The observation notes focused on

(18)

47 3.4.4. The Use of Interview

An interview with the participants was conducted to support the data

from the students’ translations. An interview (provided in the Appendix 3) constitutes “an interaction between two people, with the interview and the subject acting in relation to each other and reciprocally influencing each other”

(Kvale, 1996: 35). Interview was one of research methods to give the research specific purpose of obtaining research–relevant information (Cohen and

Manion: 271), and was focused on the content specified by the research objectives of systematic description, prediction, or explanation. Interview was used in this study as a means of gathering data, as a means for sampling

respondents’ opinions. Cohen and Manion (1980: 242) suggest that the direct interaction of the interview has the advantage as a research technique. The

advantage is that it allows for greater depth than is the case with other methods of data collection.

Two types of interview were used in this study; face-to-face interview

and semi structured interview. Face-to-face interview was conducted for the hope that the interview could run naturally, because it is an “inter-change of

views between two persons conversing about a theme of mutual inerest” (Kvale, 1996: 14). The interview itself was conducted twice. The first was conducted soon after the students had finished doing their translation tasks. It aimed to find

out a deeper insight about students’ problems in the translation acitivity, and the second about their methods and strategies in translating the texts. While the

(19)

48 problems, methods, and strategies that the participants used in translating

English text into Indonesian.

3.5. Data Analysis

This research analyzed the data within two phases, namely ongoing (while the research was being carried out), especially the data obtained from the observation, and the translation tasks from the participants. The data elicited

from every session served as the reference for the next revision or improvement as the research was ongoing.

In the present study, the steps of the data analysis were carried out as follows:

3.5.1. The analysis of students’ translation tasks

Students’ transaltion tasks were first analyzed using the the theory from Newmark (1988: 45) about the methods of translation (see chapter 2 page 15). While the strategies that the students used in translating the texts were analyzed

using the theory from Vinay & Darbelnet (2004: 182); Lam (1995: 912) as also discussed in chapter 2. The analysis of students’ difficulties in translating English

texts which included the difficulties with equivalence, difficulties with linguistic aspects; vocabulary and grammatical structure, etc., adopted the theory from some experts as described in chapter 2. The analysis also used the principle of

(20)

49 3.5.2. The Analysis of Observation

Data from observation were analyzed using the thematic analysis, that

was that the data were transcribed and categorized based on the research questions stated stated in chapter 1.

3.5.3. The Analysis of Interview with Participants and with the English

teacher

The data from the interview were analyzed gradually. First, the interview

data were transcribed. After the interview data had been transcribed, the results of the transcribed interview were then categorized and interpreted to answer the research questions. The discussion of the interview data as presented in chapter

4, and the participants’ responses in the interviews will be related to the topic of discussion in this study.

Finally, the triangulation technique was used to get the complete data (Maxwell, 1996: 75), and to make a contrast as well as comparison of all the data obtained from different sources (Freebody, 2003 in Emilia), i.e.

participants’ translation works, classroom observation, and interviews. These steps were taken to enhance the validity of the conclusion of the study.

3.6. Conclusion

This chapter has discussed the methodological description of the conduct

of the study, which includes the research questions formulated, research design, setting, participants, data collection technique, and the analysis employed in the study. The discussion of the research findings will then be elaborated in chapter

(21)

128 CHAPTER V

CONCLUSIONS, LIMITATIONS OF THE STUDY, AND

RECOMMENDATIONS FOR FURTHER STUDIESN

This chapter is devoted to discuss three main points; the first is the

conclusion which is the summary of the findings in the previous chapter. The second is the limitations of the study, and the second is the suggestion which may

be useful for carrying out the teaching and learning activity, especially in the field of translation.

5.1. Conclusions

Findings of the research shows that most participants still lack of some competetences of translation. Of all the translation competences, the linguistic

competence is the most dominant competence the students lack of. This linguistic competence includes the grammatical problems which cover the vocabulary

problem, morphological problem, syntactical problem, omission, and addition. The total errors of the vocabulary problem, which constitute the highest portion of the errors, are 1706. The rests are spread over morphological problems which

count as many errors as 251 cases, 371 in the case of syntactical type, 56 in the case of omission, and 134 in the addition type.

In term of methods, data from the students’ translation tasks reveal that the methods that the students mostly used cover word- for- word, literal translation, communicative translation, and free translation. Of the four methods used by the

students, the word-for-word translation is the highest portion of method. So, as the result of using this method, students produce translation which not very accurate,

(22)

129 In term of strategies that students used in the translation activity, the

findings showed that most participants used almost homogeneous strategies, meaning that most of them relied nearly the same strategies in reproducing their texts into Indonesian. The strategies that students mostly used were that as

proposed by Vinay and Dalbernet and the strategies as suggested by Lam (1995). They are literal translation, addition, omission, modulation (Vinay and

Dalbernet in Venutty, 2004), and search strategy, creative strategy, and textual strategy (Lam, 1995).

In term of solution that the students made, there were various ways to use.

Data from the the interview, questionnaire as well as from the observation, revealed that students consulted dictionary to overcome their problems in

translation (Lam, 19950). It means that when students found difficulties in term of vocabulary or terminologies, they tried to use the strategy of searching. Searching strategy means that students will keep their problem by looking up the dictionary,

internet, etc. It seemed that dictionary was very much helpful for them. Besides consulting dictionary, one way was to ask their peers to compare whether their

translation had been appropriate or not.

At the meantime, students finished their translation tasks at home since it required long time for participants to complete it. Such a completion brings about

a consequence in that students’ errors in translating the tasks could be more minimized than if the participants did it at school. Ellis states that students will

(23)

130 Those explanations bring us to a conclusion that bilingual students are not

always able to translate the foreign language into their native language successfully.

5.2. Limitations of the Study

There are some limitations of the study, and the major one is that some texts were not translated at school during the English class. With the students

doing their translation tasks at home, there is a potential loss of the objectivity of the study. This means that there is a possibility that the participants did not do their translation tasks by themselves, but it was their seniors;

brothers/sisters/parents/knowledgable friends, who translated the texts. This would bring about a consequence that the researcher could not guarantee the

research validity. Secondly, the translation tasks were not tested to participants previously. In other words, there was no pre-test for the instruments to be used for the study. As the result, no feedback and review were given to the participants.

However, to address the problems above, there were some techniques used. The first technique was that the researcher conducted an interview with the

students themselves and with the English teacher to get a feedback. The second technique was that the study used various sources of evidence through multiple data collection techniques, which allowed the researcher to make a triangulation.

This was done for the purpose of obtaining the validity through collecting different sources of information.

(24)

131 5.3. Recommendations for Further Studies

As such, there are two points to offer as the solution to face their problem in translating. To overcome the vocabulary problem, it is necessary to direct on

the errors area of vocabulary by giving sufficient materials for constant practice. Practice for identifying the word class to which a lexical item belongs is not

enough; nor is it sufficient to explain the meaning of a word possesses.

The following vocabulary practice might be useful to solve translation problems; 1) provide students with as many English texts as possible to allow

them to have exercises for guessing meanings of words in context, 2) assign students texts which enable them to analyze word formation, 3) make them

practice to determine meanings of words and expressions, 4) make them distinguish the meanings and usage of confusing words, 5) make them increase vocabulary by association, and 6) teach them to be familiar with word collocation.

Furthermore, we also have to come up with a couple of ideas that have proved to be useful in the classroom. First, we can organize classes particularly

dedicated to using dictionaries. The students are explained what a dictionary entry can tell them in terms of word grammar, stress, phonemic transcription, abbreviations. The next step can be to encourage them to read all the possible

definitions and multi-meanings of a word. Moreover, the students are provided with a special handout containing guidelines for translation practice that is, how to deal with participles, sequence of tenses, passive voice, conditional sentences,

infinitive and gerund. They are allowed to glance at the handout every time they come across any difficulty in translation. Furthermore, we as well will be

(25)

132 create cooperative atmosphere. Therefore, the students have a chance to bounce

ideas off each other, debate meaning and contexts by participating in oral discussions. We will realize that they feel more comfortable working with their fellow peers rather than with a teacher alone. In this way, the students learn by

working together as a competing team while the teacher monitors the activity carefully.

Problem with grammatical knowledge can be overcome by providing students with much practice of identifying words formation and sentence construction, giving them explanation about tenses in every reading class, and

giving them sufficient materials about translation which allow them to make comparison between the grammar of the source language and the target language.

Furhtermore, it is suggested that teachers give activities that involve some translation to students to promote guessing strategies amongst students and help reduce the word-for-word translation that often occur and which results in

inapppriate L2 use. Finally, each of us should keep in mind that it is important to talk about these problems with the students openly. They should be told that

translation is not just taking a pen and a piece of paper and starting translating word for word and sentence by sentence. Also, instead of running away from doing translation in class, assigning it as a boring homework activity, it is better to

try to make it as amusing and fun as possible. The team work would certainly enhance interaction between the teacher and the students and among the students

(26)

133 REFERENCES

Adab, Beverly & Schaffner, Christina (1984). Developing translation Competence. John Benjamin Publishing Company.

Admin. (2009). Translation activities in the language classroom. Submitted on 25 March, - 13:38: file:///D:/translation-activities-language-classroom.htm. Translation Journal

Allan, W.W. (1995). Living English Structure, London. Longman Group Limited. Albakry, M. (2004). Linguistic and Cultural Issues in literary translation. Retrieved November 17, 2996 from

http://accurapid.com/journal/29liter.htm

Altay, A. (2002). Difficulties encountered in the Translation of Legal Texts: The

Case of Turkey. Translation Journal: URL:

http://accurapid.com/journal/22legal.htm.

Alwasilah, A.C. ((2002). Pokoknya Kualitatif. Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Bandung: Pustaka Jaya.

Alwasilah, A.C. ((2000). Perspektif Pendidikan Bahasa Inggris di Indonesia dalam Konteks Persaingan Global. Bandung: Andira.

Bayar, Monia (2007). To mean or Not to Mean, Kadmous cultural foundation. Khatawat for publishing and distribution. Damascus, Syria, pp.67-68.

Bell, Roger T. (1991). Translation & Translating: Theory and Practice. Longman London and Newyork.

Bell. R.T. (1998). Psycological/cognitive Approaches. In M. Baker (Ed), Routledge Ecncyclopedia of translation studies. London & Newyork: Routledge. Brislin, R.W. Translation: Application and Research. Newyork: Gardner Press Inc.

Brosco, Gabriela. Translation Techniques: Avalable at http://ww.interproinc.com/articles.asp?id=0303

Brown, D. (1993). Principles of Language Learning and Teaching. Third Edition. New Jersey: Prentice Hall, Inc.

(27)

134 Byrd, P. (1995). Material Writer’s Guide. Massachussetts: Heinle & Heinle Publishers.

Cao, D (1996): “Towards a model of translation competence”. Target 8-2, p. 329-343.

Catford, J.C. (1965). A Linguistic Theory of Translation. An Essay in Applied Linguistics. Oxford: Oxford University Press.

Chen, H. (1996). A New Practical Textbool of Translation from Chinese to Englsih. Hubei Education Press.

Carnaval D.B (2007). Difficulties in Translation. file:///E:/translation difficultied 1.htm: Translation Journal.

Carreres, A. (2006). Strange Bedfellows: Translation and the Language Teaching. Available at: http://www.cttic.org/ACTI/2006/papers/Carreres.pdf

Catford, J.C. (1971). A Linguistic Theory of Translation. London. Oxford University Press.

Cohen, L. and Manion L. (1994). Research methods in Education. Routledge. London and Newyork.

Cresweel J.W. (1994). Research Design, Qualitative and Quantitative Approaches. California: Sage Publication Inc.

Culler, J. (1976). Structuralist poetics: structuralism, linguistics, and the study of literature. Cornell: Cornell University Press.

Cunningham, C. (2000). Translation in Language Classroom: A useful tool for

Second Language Acquisition (Available at:

http://www.cels.bham.ac.uk/resources/essays/cindyc2.pdf :

Duff, Alan Mc. C (1981). An Encyclopedia of Translation: Chinese-English. English-Chinese: Chinese University Press.

Ellis, R. (1997). Second Language Acquisition. London. Oxford University Press. Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic Writing in A Tertiary EFL Context in Indonesia. Unpublished Doctorate Thesis. The University of Melbourne. Australia.

Emilia, E. (2008). Menulis Tesis dan Desertasi: Alfabeta, Bandung

(28)

135 Finegan, E. (1992). Language Its Structure and Use. Sydney: Harcourt Brace Hovanovich, Publishers.

Gbar Moustafa. (2002). Teaching Translation in Egyptian Universities. file:///F:/Skeleton in the closet.htm . Translation Journal. Volume 6, No. 1.

Gerding S. C. (2007). Teaching Translation: Problems and Solutions. http://accurapid.com/journal/13educ.htm

Ghonsooly, B. (1993). Development and Validation of Test. Edinburg Working Papers in Applied Linguistics 4 p. 54-62.

Gill, S. (1998). Culture Matters: Invisible, insane, translating the untranslatable? Modern English Teacher.

Gile, D. (1995): Basic Concepts and Models for Interpreter and Translator Training, Amsterdam/Philadelphia, John Benjamins Publishing Company.

Goff-Kfoury. (2005). Language Learning in Translation Class: file:///F:/language lerning in translation class.htm. Translation Journal.

Graedler, A.L. (2000). Cultural Shock. Retrieved December 6, 2006 from: http://www.hf.ulo.no/iba/nettkurs/translation/grammar/top7culture.htm.

Hardin, Gerard & Picot, C, (1990). Translate: Initiation a la pratique de la transduction, Bordas, Paris: Aubin Imprimeur, p. 21. Un changement de point de vue qui premer d’exprimer de maniere differente une meme phenomene. Available at http://ww.interproinc.com/articles.asp?id=0303

Harvey, M. (2000). A beginner’s course in legal translation: the case of

culture-bound terms. Retrieved April 3, 2007 from

http://www.tradulex.org/Actes2000/harvey.pdf.

Harvey, S., & Higgins, I. (1992). Thinking Translation. London & New York: Routledge.

Hatim, B. and Munday J. (2004). Translation: An Advanced Resource Book. Routledge. London and Newyork.

Hill M. G. (----) : Translation Teaching From Research to the Classroom -

Teacher's Handbook: Translation Journal

http://www.mhprofessional.com/product.php?isbn=0072487097:

House, J. (1997). Translation Quality Assessment. A Model Revisited. Germany: Gunter Narr Verlag Tubingen.

(29)

136 Kaplan: Wkipedia. (wordnet.princeton.edu/perl/wevwm).

Goff-Kfoury, C.A. (2005). Language Learning in Translation Classrooms. URL: http://accurapid.com/journal/32edu1.htm

Krings, H.P. (1986). Translation problems and translation strategies of advanced German learners of French. In J. House, & S. Blum-Kulka (Eds.), Interlingual and intercultural communication (pp.236-75). Tubingen: Gunter Narr.

Kussmaul, P. 1995. Training the Translator. John Benjamins Publishing Co.

Kvale, W. (1996) Interviews. An Introduction to Qualitative Research Interviewing. London. Sage Publications Ltd.

Larson, M.L, (1984). Meaning-based translation. New York. University Press on America.

Liao, P ( ---). EFL Learners’ Beliefs about and Strategy Use of Translation in English Learning. . http://rel.sagepub.com/cgi/content/abstract/37/2/191. RELC Journal

Lam, J. (1995). Thinking-aloud Protocol. Hong Kong. The Chinese Univesity Press

Lie, D (2006). Making Translation Testing More Teaching-oriented: A Case Study of Translation Testing in China. Chinese Uninversity of Hong Kong: Defeng@arts.cuhk.edu.hk.

Lim, Tan Cheng (1995). Language Teaching and Translation. Hongkong: Chinese University Press.

Lorscher, W (1991). Translation Performance, Translation Process, and Translation Strategies: Gunter Narr Verlag Tumbingen.

Lörscher, W. (1991a): Translation Performance, Translation Process, and Translation Strategies. A Psycholinguistic Investigation, Tübingen: G. Narr.

Lukman, Ali. 1991: Pedoman Praktis Berbahasa Indonesia. Jakarta. Pusat Bahasa.

Martini, A. (2007): Problems with Translation. http://www.bookslut.com/specfic_floozy/2007_01_010476.php

(30)

137 M. and M. Cowie (1997). Dictionary of Translation Studies. Manchester: St. Jerome

Marshall, Catherine, (2006). Designing Qualitative Research: Sage Publication. Maxwell, J. A. (1996). Qualitative Research Design: An Introductive Approach. London Sage Publication.

Nasir, M. (2007). Problems in Translating English Texts into Indonesian. Unpublished thesis. UPI Bandung.

Nazary, N. (2008). The Role of L1 in L2 Acquisition. Available at

http://www.novitasroyal.org/nazary.html . Translation Journal. vol 3: 138-153:

Newmark, P. (1984). Approach to Translation. Headington Hill Hall Pergumon Press Ltd.

Newmark, P. (1991). About Translation: Multilingual Matters. Clevedon, Philadephia, Adelaide: Multilingual Matters Ltd.

Newmark, P. (1998). A Textbook of Translation. Herthfordshire: Prentice Hall Internation Ltd.

Nida and Taber. (1982). The Theory and Practice of Translation. Leiden, E. J. Brill.

Ordudari, Mahmoud. (2007). Translation Procedures, Problems and Methods. URL: http://translationjournal.net/journal/41culture.htm.

Orloff, C. (2008). Translation and Text Understanding http://iasiuns.blogspot.com/2008/04/.htmlhttp://iasiuns.blogspot.com/search/label/ Translation: translation Journal.

Oxford Advanced Lerner’s Dictionary. (2000). Oxford University Press. Paul, Kaye. (2009). Translation activities in the language classroom: from http://www.teachingenglish.org.uk/think/articles/translation-activities-language-classroom

Richard, J. (2001). Curriculum Development in Language Teaching. Caambridge University Press.

Samsuri, 1985. Tata Kalimat Bahasa Indonesia. Surabaya: Sastra Hudaya.

Available at

http://www.google.co.id/search?client=firefox-a&rls=org.mozilla.%3aen-us%3Aofficial&channel.

(31)

138 yasa.doc.

Seelye, H. (1992). Teaching Culture. Strategies for Internation Communication. Illinois: National Textbook Company Publishing Groups.

Selinger, H. and Elana, S. (1989). Second Language Research Methods. Oxford: Oxford University Press.

Shuttleworth, M. and M. Cowie (1997). Dictionary of Translation Studies, Manchester: St. Jerome

Soemarno (2005). (Translation) Confrontation with False Ideas about Language:

Ikatan Alumni Sastra Inggris UNS:

http://iasiuns.blogspot.com/2005/09/translation-confrontations-with-false.html

Suryana, Y. (2007). Translating Indonesian Fiction into English. Unpublished thesis. UPI Bandung.

Suryakusumah, Y. (2007). Pembelajaran Kompetensi Penerjemahan dan Kastrasi Linguistik sebagai siasat pragmatic. Jurnal Bahasa dan Sastra. Universitas Pendidikan Indonesia. Badung.

Tian, C. (2006). Notes on Teaching Translation Between Chinese and English. School of Foreign Languages, Yangtze University, Hubei, 434020 P. R. China: http://accurapid.com/journal/31chinese.htm. Translation Journal

Trouille,S. (2000: Availabl http://www.tradulex.org/Actes2000/SelmiTrouille.pdf:

Venuti, Lawrence, (2004). The Translation Studies Reader: Second Edition. Routledge: New York and London.

Wardhaugh, R. (1998). An Introduction to Sociolinguistics. 3rd Edition. Massachusetts: Blackwell Publisher.

Widyamartaya, A. (1989). Seni Menerjemahkan. Yogyakarta: Kanisius. Wikipedia (en.eikipedia.org/wiki/Translation).

Webster’s New Collegiate Dictionary (1975). G. & C. Merriam Company. Springfield Massccussets, U.S.A

Wilss, W. (1982). The Science of Translation. Gunter Narr Verlag. Tubingen. Xu L. (1988): On Undergraduate Translation Assessment. Chinese Translators’ Journal 3 ;. 29-32.