STRATEGY, APPROACH, METHOD, AND TECHNIQUE
culture, ethnographers researchers specifically taking the time to interview and collect documents concerning the study group. Qualitative-ethnographic study will describe the characteristics of a group or society as a subject studied.
This study examines human behavior in natural situations from the perspectives of culture. According to Spradley (1980: 3) Ethnography is the work of describing a culture.
The central aim of ethnography is to understand another way of life from the native's point of view. It means that ethnography tends to describe the culture and its aspects.
The knowledge gained was used to interpret and find the behavior of the studied subjects, in this case the lecturer of translation who is involved in teaching and learning in the classroom.
III. RESULTS AND DISCUSSION
Translation, both oral and written, give more emphasis on the meaning or message delivered. Whether the translation results are obedient to shape their source language or not is not fundamental, the most important thing is the translation has the intent and meaning exactly the same/equivalent with the message of the source language. So there are accordances and similarities between source language (SL) and target language (TL) message, where the message constructed in target language reasonably printed to be accepted by target language users. Messages in target language is not measured by source language users.
Ridwan stated that, translation is not merely replace the activities of the source language text (SLT) into the target language text (TLT), but rather should be seen as an act of communication, not just a collection of words and sentences. Translators need to see the translation of the two approaches, namely the process and products, as well as the need to be equipped with the intellectual tools such as capability in the source and the target language, knowledge about topic of the translation, application of personal knowledge, skills, and practical devices, that is the use of a reference source as well as the introduction of the immediate
or indirect context. .
(http://ridwanbahasa.com/2013/03/27/penerjemahan-proses- metode-prosedur-teknik/, diakses 6 Juli 2015).
The language translation involves the business of delivering a message from one language into another language, or alteration of source language to target language.
The form of language is meant by the word, the lexicon search, grammatical structure (phrases, clauses, paragraphs , and others), either orally or in writing, as an act of communication. The shape is a process of human activity in the field of language (analysis), the result is a text for translation (synthesis) in which the meaning must be maintained to keep the same. The message in the diverting discourse will be comparable or correspond with the message on the original discourse which is in accordance with the cultural context of source language.
Nida opinion quoted by Ridwan cited in the "Series- theories of translation" defines translation as a process to reproduce the message equivalence in the target language, firstly in terms of meaning and secondly in terms of shape.
The equivalence reproduced is a natural equivalence that has the same or closest message to the target language.
Therefore, the main objective of translation is the
equivalence achievement of message effect between the text of target language (TLT) and text of the source language (SLT) to the readers. In other words, the effect perceived by SLT readers should be equivalent with the effects
experienced by TLT readers.
(http://resources.transbahasa.com/2013/09/27/seri-teori-2- teori-penerjemahan-nida,diakses 6 Juli 2015).
The translation process needs to be understood by prospective translators so they can determine important steps in carrying out their duties. The translation process can not be separated from the mandate transfer and expression in TL by considering the style of language. As said by Suryawinata (1989: 48) that the translation is a complex process, so it is with learning translation. There are many other aspects that must be solved in addition to the language problems and then drilled to the students.
Ordurari stated that if language were just a classification for a set of general or universal concepts, it would be easy to translate from a SL to a TL; furthermore, under the circumstances the process of learning a L2/second language would be much easier than it actually is. The difference between an SL and a TL and the variation in their cultures make the process of translating a real challenge.
Among the problematic factors involved in translation are such as form, meaning, style, proverbs, idioms, etc.
(http://www.translationjournal.net/journal/41culture.htm, diakses10 Januari 2017).
Moentaha (2006: 9-10) stated that the translation process is the transformation of a text from one language to another language without changing the content of the original text. The translation process can take place due to the units of language: morpheme (the smallest unit of speech ), words, a series of words (word group, word- combination, collocation), sentences (singular and plural) and text/discourse (unit of the largest language),
Relevant research conducted by Hanna Suteja and ordurari which emphasized on matching theoretical foundation of the nature of language learning and the nature of translation itself, either from a foreign language into Indonesian and vice versa. Students still have many difficulties in using the strategies, approaches, methods, and techniques. Ordurari in his paper aims at scrutinizing whether there exists any point of similarity between those procedures and strategies and to identify which of those procedures and strategies seem to be more effective than the others.
Sanjaya (2008: 126) states that strategy is a plan that contains a series of activities designed to achieve specific educational objectives. Learning strategies according to him are: (1) a plan of action, including the use of methods and utilization of various resources/strengths in learning, (2) a strategy designed to achieve certain goals. Before determining the strategy, it needs to formulate clear objectives that can be measured, because the goal is the spirit in the implementation of a strategy. Strategy is planning to achieve something, while the method can be used to implement the strategy. To reach the goal, the plan and the methodthat is going to teachin translation learning should be clear.
According to Suryawinata and Sugeng Haryanto (2003: 67) translation strategies is a tactic of translator to
translate words/group of words or sentence in case the sentence can not be broken down into smaller units to translate. Differences in language systems and culture between SL and TL resulting non-equivalence. To overcome this difficulty, the translators using translation strategy.
Translation strategy is part of the translation process and applied during the translation process taking place, both at the stage of SL text analysis as well as on the stage of transfering TL messages.
Vinay and Darbelnet cited by Enani in “Seri teori (4) Vinay dan Darbelnet-Trans bahasa”, explains that there are several techniques used in translating text without classifying it in the form of structural or semantic. Among the techniques are: borrowing, calque, literal translation, transposition, modulation, equivalence and adaptation (https://www.google.co.id/?gws_rd=ssl#q=strategi+penerje mahan+vinay,diakses 6 July 2015).
According to Hartono (2009: 27-35) procedure is the same with strategy, which is used by the translators to solve problems in the process of translation by the translator's own goal. Procedures/ strategies of translation are: 1) Shifting shapes/transposition/shift, 2) Meaning Shifting /modulation, 3) Naturalization 4) Contextual Equivalece, 5) Annotated Equivalence, 6) Addition, 7) Reduction (substruction), and 8) Authorized Translation.
In achieving the learning objectives of translation, the lecturer used various strategies, approaches, methods, and techniques.Strategy. To prepare the students to learn, the lecturer said‘hello’ in starting and ending the lecture.This is one of the strategies in learning. In translation learning, lecturer used a strategy of transposition/shift shape of which is the repetition of adjectives in Indonesian 'bagus-bagus' of English adverbs 'beautifully' which explains the subject of plural pronominal in English 'The houses' contained in the sentence " Houses in Jakarta are built beautifully" (Rumah di Jakarta bagus-bagus). Similarly for the English form of adjective + noun (beautiful woman) into Indonesian form of a noun + adjective (wanita yang cantik).
According to Anthony (in Brown, 1994), approach is the assumption concerning with the nature of teaching and learning languages. Approach is used to describe how a person obtains knowledge of the language studied.
According to Roy Killen (in Sanjaya, 2008) there are two approaches to learning,teacher-centered approach and student-centered approach. Method is the practical realization of an approach. Thus, the method is an overall plan in preparing teaching materials using the procedure/specific strategies in determining the types of activities, the role of teacher and learner, the subject matter, as well as a model syllabus used. Therefore the method according to Brown (1994: 14) is a variety of procedures and techniques. Techniques are implementasional. Technique is a method or specific activity that is applied in the classroom and adapted to the method and approach. It determines forms of activities, the selection of strategies and techniques that will be used to help students learn translation in the classroom.
Translation approach is a way of translator approaching the task of translation, the approach applied will affect the ways of tackling the problem of translation where it will also affect the quality of the translation. Baker and
Newmark expressed two translation approaches, namely bottom-up approach and top-down approach. The bottom-up approach is used when the translator started with the lingual unit which is smaller than text (words, phrases, clauses, or sentences). Top-down approach is used when the translator started from a higher level (text) to a lower level.
One form of lecturers's attention to students is to know the activities of students both on-campus and off- campus, this attention is a form of lecturer's participation to student activities, as cited by Larsen (2000: 150) of Wallerstein (1983) which states that the purpose of this participatory approach is to help students understand the power of social, historical and cultural that affect their lives.
Before explaining the translation of the phrase, the lecturer asked the students about the past tense verb in the sentence. Keep in mind that the simple past tense is used to indicate a repetitive activity or habit, takes place at a certain moment, sometimes the activities take place successively in the past. In Indonesian, the differences of event don’t change the predicate form in a sentence, but simply add a description such as 'today, yesterday, the first' and so on.
Thus when a sentence in English with various forms of time but without the time information, the translation has to add Indonesian adverb of time. For example the translation of past tense sentence: I went to Bali (sayadulupergike Bali) and the present tense sentence: I go to Bali (sayapergike Bali).
The learning approach used is to provide feedback to students so that students are encouraged to find their own answers to questions given by the lecturer, so he does not give direct answers when students could not answer. This situation is in line with the opinion of Larsen (2000: 67) which specifies that:"The teacher works with the students in getting them to self-correct. Students are not thought to learn much if the teacher merely supplies the correct language ...If the students are unable to self-correct and peers cannot help, then the teacher would supply the correct language, but only as a last resort”. When a student cannot answer questions regarding the verb form of 'go' into a verb form of 'went', lecturer then remind them to provide two forms of the verbs (regular and irregular verbs), therefore the students can remember and be able to answer by saying 'irregular verbs!'.
From the results of structured interviews, the lecturer says that the translations used bottom-up approach, namely from the easiest to the more difficult level, as well as used structural approach. Bottom-up approach is used when the translator started with the smaller lingual unit than the text (words, phrases, clauses, or sentences). According to Baker, bottom-up approach is more easily applied or followed by those whose mastery of linguistic is still low.
Translation method is a way/translation process which is performed relating to the purpose of translation.
According to Newmark (1991: 4-5) method is the principle that underlies the way we translate, which come from the shape or type of translation. Methods divided into two: 1) which is oriented in source language (SL) and 2) which is oriented in target language (TL).
There are four which is oriented in source language (SL emphasis) : 1) word-for-word translation (the order in sentences is maintained and vocabulary translated one by one with the most general sense without considering the
context), 2) literal translation (grammar construction is amended as close as possible with the equivalence in the TL, the vocabulary translated one by one without considering the context, 3) faithful translation (translation stays faithful retaining the content and form of SL, 4) semantic translation (translation is more flexible, adapted to his readers, did not fully follow/loyal to the source language text.
While which is oriented to the target language (TL emphasis) also consists of four parts: 1) adaptation (a form of translation that comes closest to the target language), 2) free translation, 3) idiomatic translation (translation by producing messages in source language text, use more everyday languages and expressions that do not exist in the source language), and 4) communicative translation (translation by diverting the contextual meaning rightly of the source language text as well as observing the principles of communication that can be understood by the readers).
In teaching of translation, there is no single method that is used by lecturers to achieve the learning objectives of translation. Seen that lecturers using a variety of methods that refers to a variety of translation. When lecturers realized that the method currently in use are not responding to the translation is being taught and lacking the motivation of student learning, the lecturer will move on to other methods that can be applied in the classroom. The important thing is that the methods arouse interest of students to learn.
Lecturers are free to determine their own teaching methods.
This is in line with the opinion of Larsen and Freeman (2000:
182).
A particular method cannot, therefore, be a prescription for success for everyone. Each method has its strengths and weaknesses, relativist believe, but they are not equally suited for all situations. Different methods are suitable for different teachers and learners in different Contexts.From the results of structured interviews, lecturers says that the learning method of translation used GTM (Grammar Translation Method), Direct Method, and methods which are oriented on SL and.TL. According to Larsen and Freeman (2000: 17), the basic purpose of learning foreign language in the GTM is that students are able to read literature, learn the rules of grammar and vocabulary of TL. The method used by lecturers of translation can be oriented on SL or TL depending on the context.
Translation techniques are practical things, different methods and normative strategies, which is directly related to the practical stepsand problem-solving of the translation.
The practical problem is related to a variety of language problems, among others, (1) text functions, (2) style, (3) functional diversity, (4) dialects, and (5) the special problems need practical handling like idioms and metaphors.
Idiomatic expression, including simile, metaphor, proverb, phrasal verb is often difficult to translate. the translation technique according to Choliludin (2007: 33-44) is to let the word as the original by writing the word between quotation marks, for example, "yuppie", then the word is given a literal explanation within brackets as well as using the phrase non-idiomatic translation. When the idiom in SL has no equivalence in TL, it should not be imposed to translate. The translation must be reasonable and uncover the original text message without dumping or addition that has a
natural and easy shape. Technique is also in line with the approach. In other words, the technique is a description of the method, while the method is the elaboration of an approach.
Code switching is one manifestation of the use of language by a bilingual, ie. the use of more than one language by a bilingual-spoken by choosing one language code and adapted to the circumstances (Hudson, 1996: 51- 53). Code-mixing is a form of the use of other languages in a bilingual.In explaining translation learning, the lecturer often usedtechnique ofcode switching and code mixing. The code switching from English into Indonesian or vice versa, which meant that students can understand the meaning of words/phrases of English that is used as the communication between the lecturer and the students in accordance with the context of the sentence. Students will be accustomed to hearing such phrases and understand it, so that interaction goes smoothly.
In teaching translation of phrase level, lecturer requires the ability and higher skills than on teaching translation of word level. Lecturer using a variety of techniques in which a technique to translate idioms is different with techniques to translate common phrases, and the techniques of borrowing/lending word, like the word 'lobby' in SLtranslated into TL without changes, that remains 'lobby'. In addition to translating idiom in the sentence of 'rain cats and dogs' , it cannot be translated word by word as translating the simple general sentences, which is in Indonesian means'hujankucingdananjing'. It does not make sense. Actually the sentence has the figurative meaning of 'heavy rain'.
Translation Learning requires professional lecturers who are able to plan, control class with the strategies, approaches, methods, and techniques that are appropriate and effective, so that teaching and learning activities implemented properly. The strategy used is the shift shape, structural approach and participatory approaches, GTM and Direct Method and methods oriented on SL and TL, a variety of learning techniques such as code switching-code- mixing and re-explanation and technique of translation ' borrowing '.