CAPTIONED VIDEO AND TRANSLATION TEACHING.

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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

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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

Juli 2014

Hak Cipta dilindungi undang-undang.

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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

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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

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Muhamad Taufik Hidayat, 2014

Captioned Video And Translation Teaching

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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 t-test 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.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 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

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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

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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

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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

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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

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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

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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

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was the research design deemed appropriate for this research setting.One group

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.

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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

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

was presented in eighth-classroom meetings. In this preparation stage, the writer

collected as many videos as possible to provide enough comparison to decide

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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

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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

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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 Description

Accuracy (30%)

25-30 No identifiable problems of comprehension; original message has been conveyed completely to TL readers; no omissions or additions to information

21-24 Virtually no problems of comprehension except with the most highly specialized vocabulary with no influence on TL readers’ understanding; some partial omissions and additions

16-20 Information is conveyed to TL readers with some difficulty due to translator misunderstanding of some parts of original message; apparent omissions and additions

11-15 Poor expression of ideas; numerous serious problems in understanding ST interfere with communication of original message; difficult to understand TT

1-10 Severe problems interfere greatly with communication of original message; TL reader can’t understand what original writer was trying to say

Finding equivalent (25%)

20-25 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

15-19 Full comprehension and good usage of a wide range of vocabulary and structures; specialized vocabulary presents some problems with unsuitable equivalents 10-14 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 5-9 Comprehension of vocabulary and structures show quite noticeable gaps which

obscure sense; problems in finding correct vocabularies; unable to cope with specialized vocabulary

1-4 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%)

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13-16 There is a fair degree of sensitivity to nuances of meaning, register, and cultural context

9-12 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

4-8 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

1-3 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%)

13-15 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

10-12 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

7-9 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

4-6 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 1-3 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%)

9-10 Correct use of relative clauses, verb forms; use of parallel structure; creative inventions and skillful solutions to equivalents; no fragment or run-on sentence 7-8 Almost all shifts appear with partial trespass, attempts variety; some inventions for

not available equivalents in TL; no fragment or run-on sentence

5-6 Some shifts but not consistency; awkward and odd structure; only few run-on sentences or fragments present

3-4 Lacks variety of structure due to not preserving necessary shifts except for few cases; little or no evidence of invention in equivalents

1-2 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

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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

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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’

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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

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CAPTIONED VIDEO AND TRANSLATION TEACHING.

CAPTIONED VIDEO AND TRANSLATION TEACHING

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

CAPTIONED VIDEO AND

TRANSLATION TEACHING

APPROVAL SHEET

DECLARATION

ABSTRACT

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

CHAPTER III

RESEARCH METHODOLOGY

CHAPTER V

CONCLUSION AND SUGGESTIONS

REFERENCES