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INTERPRETING IN RELIGIOUS SETTING: AN INVESTIGATORY STUDY ON SKILLS OF THE COMMUNITY SERVICE INTERPRETERS IN INDONESIA
FEBRINA SHANTY L. LUMBANTOBING1, RUDY SOFYAN2, SYAHRON LUBIS3 and UMAR MONO4
1,2,3,4Universitas Sumatera Utara.
Abstract
This is a study in interpreting field that focuses on competences or skills possessed by the community service interpreters in religious settings in Indonesia. Two interpreters are observed in two different religious activities in order to reveal the skills possessed by each of them that they interpret well and fluently. This study employs descriptive qualitative approach grounded on the theories of interpreting, particularly interpreting competences.
All data is collected and analyzed explicitly. Then, it is tabulated according to the specified aspect. Research findings show that religious setting produce some skills.
Keywoods: Religious Setting, Investigatory, Skill, Community Service
INTRODUCTION
Activities of interpreting continue to develop along with the era of globalization and the diminishment of communication boundaries among regions or nations. International relations has allowed global communication to take place and made interpreting as a key mediator in global communication for all sectors of human life, especially the sector of religion. That the practice of evangelism in Indonesia often involves evangelists from outside Indonesia (foreign citizens) is frequently found in religious context. In addition, various churches in Indonesia are currently establishing relationships with churches outside Indonesia. This is evidenced by the emergence of various religious activities carried out in Indonesia both directly and through electronic media (such as television) by inviting foreign citizens to act as Priests or Pastors (preachers) from outside Indonesia. Any religious event that presents foreigners will certainly involve an interpreter as a mediator to bridge the communication between the speaker (in this case the evangelist or preacher) and the listener or audience (all the Christians). The interpreting activities taking place in any religious setting (places of worship) is called community service interpreting, and anyone responsible for translating utterances, be it religious lectures or sermons or a whole range of activities, is called community service Interpreter. In order to perform his duties properly, an interpreter, especially one whose job is to translate lectures or sermons at religious activities, must have special skills, capabilities, and expertise. These capabilities, skills and expertise are contained in one term, namely 'competence' (Goh, 2004). A part of these competencies is skill. Mastery of good knowledge without the support of interpreting skills is also not enough for without skills, an interpreter will fail to convey messages fluently, properly, and accurately; and then he is called an unprofessional interpreter (Dekker, 2005). Interpreting skills are also seriously needed,
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especially for interpreters who play a role in religious activities for talking about religious matters is a sensitive subject. It is said to be sensitive because each religion has different teachings and beliefs. If the interpreter misinterprets the meaning of the source's speech, all Christians who hear and see the sermon or religious activity will be lost.
LITERATURE REVIEW
Concept of Interpreting in Community Service Setting
This kind of interpreting takes place in public service sector to facilitate the communication between officers and society, such as at police office, immigration, social welfare center, medicine and mental health, schools, and other similar institutions (Wadensjo, 2000;
Pochhacker, 2001; Gill 2000). This interpretation has many names, but they refer to the same concept; for example, Gentile uses the term liaison interpreting to refer to a genre of interpreting that requires the same interpreter to perform bidirectional interpreting that takes place in a community setting (Gentile et al, 1996) and is performed consecutively or simultaneously.
Skills of Interpreters
NAATI or the Certification Institute for Translators and Interpreters in Australia (2016) has established a certification program to protect the public interest by ensuring that practitioners (translators and interpreters) have an agreed level of knowledge and skills as a minimum standard to engage in professional translation and interpreting practices. The certification scheme contains the identification of areas of competence and KSA (Knowledge, Skills, Attributes or Knowledge, Skills and other supporting properties) that an interpreter must possess. In this regard, according to NAATI, the different skills that an interpreter should have are as follows:
1. Sociolinguistic Skill
It refers to the ability of interpreters to comprehend how different parts of the society interact and have a variety of language use.
2. Information and Terminology Research Skill
It is required by interpreters in obtaining information to prepare for the work of interpreting and to deal with the field of knowledge needed.
3. Technology Skill
It is related to the competence for internet use which is a real benefit to interpreters, for example in many conference situations. This skill is specifically required by interpreters in conference or seminar setting.
4. Meaning-Transfer Skill
It refers to the ability of interpreters to transfer meaning from a source language to a target language, including the ability of interpreters to use terminology, grammatical features,
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appropriate style and register, and to pay attention to language flow and quality for a complete transfer.
5. Memory Skill or Memory Retention Skill
It refers to the ability of interpreters to store and master the inputs from an interaction so that they are easy to remember and to translate into interpreted utterances.
6. Note-taking skill
This skill refers to the interpreter's ability to collect and record all information in the source language so that it can be conveyed in the target language. This note-taking skill is particularly necessary for interpreters to capture all numerical data (pertaining to numbers).
7. Quick-thinking Skill
Quick thinking skill is related to memory or memory retention skills. It includes the ability to understand information and to take appropriate action as quickly as possible. Similar to memory skill and note-taking skill, quick thinking skill in this case is also considerably needed by a consecutive interpreter, and especially by a simultaneous interpreter, to handle long segments and complex information.
8. Self-Assessment Skill
Self-assessment skill is necessary to self-reflect, to assess and to evaluate an interpreter's performance. This is an important aspect of an interpreter's job, as interpreting activities are often carried out in situations where an assessment of the quality of the performance cannot be carried out by a third party.
9. Interpreting business skill
These skills relate to implementing administrative processes in accordance with legal requirements, as well as marketing, negotiating, networking, time management, contract management and determining the value of services provided.
10. Communication Skill
Communication skill refers to the language skills required for representation, specifically to:
(a) understand and clarify instructions for a client or agency's work; (b) negotiate work with the parties involved to establish work schedules, terms of employment, and contracts; (c) discuss the interpreting process, results and potential issues; (d) communicate the decision to accept or decline the job in a professional and timely manner; (e) use information provided by the customer and specify its main features; (f) justify the options and decisions resulting from a person's interpretation (interpreting); (g) introduce yourself; and (h) define one's role as an interpreter.
11. Interpersonal skill
Interpersonal skill refers to the skills needed to: (a) deal with people from different social, cultural, and ethnic backgrounds; (b) work effectively as part of a team of interpreters where
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necessary; (c) and uphold ethical practices in dealing with disagreements, conflicts, professional challenges and limited resources.
RESEARCH METHOD
This research uses descriptive qualitative approach. A qualitative research in nature is based on the conditions as they are or also called natural environments. (Creswell, 2017). The data in this research include primary data and secondary data. The primary data relate to a variety of Interpreters’ skill components arranged in the form of statement items on a questionnaire. The questionnaire is then distributed to three raters to observe and to rate the different skills of each interpreter who is the research subject. In this case, the subject of investigation consists of one interpreter who plays a role in religious activities led by Ev. John Hartman (hereinafter referred to as the first interpreter) and an interpreter whose role is to translate religious activities under the direction of Ps. Benny Hinn (hereinafter referred to as the second interpreter). Both religious activities took place in English. Other primary data are results of interviews with interpreters and raters. Meanwhile, the secondary data in this research include the parameters of consecutive interpreting as formulated by NAATI (National Accreditation Authority for Translators and Interpreters) and the parameters of interpreting as proposed by Pochhacker.
RESULT AND DISCUSSION Result Data
The skills and mastery of interpreting skills involved in religious activities led by Ev. John Hartman as the first interpreter (hereafter abbreviated as JB 1) and Ps. Benny Hinn as second interpreter (hereafter abbreviated as JB2) are described in the following table:
Table 1. Assessment of the skills possessed by JB 1 and JB 2
JB1 JB2 JB1 JB2 JB1 JB2 JB1 JB2 JB1 JB2 JB1 JB2 JB1
1
Interpreting skill to communicate directly, effectively, and accurately to public with appropriate tone and voice volume (Public Speaking Skill).
0 0 0 0 0 0 0 1 3 2 15 14 100% 93%
2
Interpreting ability to communicate well, including the ability to be a good listener and to interact with the audience (Interpersonal Skill).
0 0 0 0 0 0 2 1 1 2 13 14 87% 93%
3
Interpreting ability to translate messages from SL into TL precisely and accurately, without improper omission or addition (Meaning Transfer Skill).
0 0 0 0 0 1 2 0 1 2 13 13 87% 87%
4 The skill to implement consecutive interpreting methods and
techniques correctly. 0 0 0 0 0 1 2 0 1 2 13 13 87% 87%
5 Interpreting ability to memorize messages or mandate to be
promptly and accurately interpreted (Memory Skill). 0 0 0 0 0 1 3 0 0 2 12 13 80% 87%
6 Interpreting
No Description POOR BAD FAIR GOOD VERY GOOD SCORE Percentage
SKILLS (TOTAL)
ability to perceive messages, to think quickly, particularly to find accurate equivalence in accordance with the variety of oral language use (Quick-Thinking Skill).
0 0 0 0 0 1 3 0 0 2 12 13 80% 87%
7
Interpreting ability to think intellectually, commencing from memorizing until solving the problems (problem solving) well (Cognitive Skill).
0 0 0 0 0 1 3 0 0 2 12 13 80% 87%
0 0 0 0 0 5 15 2 6 14 90 93 86% 89%
JB2
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Some of the skills of JB 1 and JB 2 (as described in the table above) include: Public Speaking Skills; Interpersonal skills; Meaning Transfer Skill; Memory skills; Quick thinking skills;
Cognitive skills; and skills in applying the correct methods and techniques of consecutive oral interpreting (interpreting proficiency). Each interpreter receives a different rating based on what is observed through the video recording of the interpretating.
In this regard, the highest rating that JB 1 has achieved is concerning Public Speaking, with an overall rating of 15 out of three raters and a 100% rating. This data describes that JB 1 is capable of speaking and communicating perfectly in public. This perfect word indicates that he is able to speak and to convey very fluently all the messages that the speaker (Ev. John Hartman) wanted to convey to all Christians who witnessed this spiritual refreshment program.
Meanwhile, the skills of JB 1 with the lowest scoring are in the following three skill types: (a) memory skills; (b) quick thinking skills; and (c) cognitive skills. The ratings achieved by JB 1 for each of these skill components are 12 with a percentage of 80%. These three skills are interrelated. Therefore, the rating obtained for each of these skills will certainly be directly proportional.
Then the assessment of the skill component obtained by JB 1 here in its entirety shows that the interpreter play a role in translating the sermon led by Ev. John Hartman, and that the interpreter has very good interpreting skills (i.e. with an overall score of 90 and an assessment rate of 86%). The skills mastery of JB 1 in this case is consistent with the performance of the interpreter during the activity. The various skills possessed by JB 1 allow him to interpret the Ev. John Hartman into Indonesian.
Similar to JB 1, the most highly rated skill that JB 2 has achieved is public speaking skills with an overall rating of 14 and a percentage of 93% from the three raters. Although the public speaking skill of JB 2 is not rated perfect (as obtained by JB 1), JB 2's speaking skill is still classified into very good category. In addition to public speaking skills, the other skill which has the same rating is interpersonal skill. Furthermore, the assessment of the skill component of JB 2 lies in five other skill components such as: meaning transfer, memory, quick thinking, cognitive and interpreting skills. These five skills are rated with an overall score of 13 and a percentage of 87% from the three raters. Although it is rated the lowest, the skill component still falls into the "very good" category.
Taking everything into account, based on the assessment of the seven skills of JB 2, it is concluded that the interpreter is adequately competent to perform the interpreting task. This is evidenced by his ability to choose and use the correct equivalent words in the target language (hereinafter abbreviated as TL) so that the meaning of the source text does not shift in TL. Even though the accuracy of the message conveyed is not 100% or not perfect, the listeners or spectators who witnessed the revival activities led by Ps. Benny Hinn were able to understand and to take the speaker's message well. Furthermore, the seven components of interpreting skills of JB 1 and JB 2 are described in more details as follows:
Meaning Transfer Skill
Based on the results of the data analysis as shown in the two tables above, it can be concluded that each interpreter has very good meaning transfer skills. This is supported by the percentage
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index of total score obtained by the two interpreters. The first interpreter and the second gets a percentage of 93% and 87% respectively. The difference in percentage is due to the difference in the assessment given by one rater to the second interpreter. In this case, the rater rated the transferability of meaning shown by the second interpreter as 'satisfactory' (3 points). The following examples allow us to see the quality of the meaning transfer skills of the two interpreters:
Ev. John Hartman : “Sometimes we don’t know how to act anymore. We let the devil have an open door.”
Juru Bahasa : “Sometimes we don't know how. We let the devil in through the open door.”
In the example above, the sentence we let the devil have an open door in the source text (hereinafter abbreviated as ST) is translated into 'we let the devil in through the open door', showing that the interpreter is able to understand the meaning of ST to be preserved in the meta text (hereinafter abbreviated as TT). Similar to the first interpreter, the second interpreter who plays a role in the religious activities under the direction of Ps. Benny Hinn also has excellent meaning transfer skills. Following is provided is an example:
Ps. Benny Hinn : “Not one of us who leave this place, untouched and unchanged. In Jesus name, Amen”
Juru Bahasa : “None of them will leave this place untouched and unchanged. In the name of Jesus, Amen.”
From the above example, we can see that the interpreter's meaning transfer skill falls into the good category. When translating ST into a TT, various interpretation techniques (such as addition, subtraction, and borrowing) are employed.
Interpreting Skill
It refers to the interpreter's ability to appropriately use socially consistent interpreting methods and techniques. Based on the analysis of the ratings given to the two interpreters by the raters, it is concluded that the two interpreters have very good interpreting skills. It is supported by the percentage index obtained by the two interpreters, in which the first interpreter achieves a percentage of 93% and the second interpreter achieves a percentage of 87%. In practice, this research also observes the ability of interpreters to use interpreting methods and techniques through the following examples:
Ev. John Hartman : “I don’t tell that you cannot eat food. But the devil will tempt you.
You better be strong. You better be ready.”
Juru Bahasa : “I'm not saying that you can't eat. But remember that the devil keeps tempting you. We better be strong. We must be tough and ready, brother.”
Ps. Benny Hinn : “I want every one of you today to be sensitive to the Holy Spirit.
Because what God is about to do is very precious today. Lift your hands common.”
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Juru Bahasa : “I want all of you in this place to be sensitive to the Holy Spirit.
Because what God wants to do now is so very valuable. Raise your hand brother.”
If we carefully observe the first and the second examples, it is illustrated that both interpreters use different interpreting techniques to transfer the ST message to TT. In the first example, the interpreter uses the addition technique, which is the word 'remember'; 'tough'; and 'my brother' in TT which has no equivalent in ST. The addition of the words 'remember' and ‘tough' done by the interpreter in TT is like an affirmation of the speaker's message. Besides addition, another technique used is the subtraction technique. The application of this technique can be seen in the translation of the word food in ST which has no equivalent word in TT (Example- 1). The sentence in ST you can't eat food is translated into 'you can't eat' describes the interpreter's ability to properly translate ST.
The omission of the word food does not shift the meaning of ST in the TT. Why the Interpreter left out the equivalence of food in the TT is so as not to give the impression that the TT is superfluous. In Indonesian sentences, it is rarely said 'eating food'. In this context, the word food is usually replaced with the type of food eaten. For example, "eat rice," "eat bread," and so on. In the second example, it is illustrated how the interpreter uses addition, reduction, and borrowing techniques. The use of addition technique can be observed by the words 'in this place' and 'so' in TT which have no equivalence in ST. The interpreter added the phrase 'in this place' to explain the word 'brother'.
The addition of the clause made by the Interpreter is to emphasize the audience at the Spiritual Awakening Service (hereinafter abbreviated as KKR). In addition, the interpreter also adds the word 'so' to translate the phrase very precious. Very precious means 'very valuable' in Indonesian. In addition, the use of the reduction technique is observed in the word today in ST that is not translated to TT by the interpreter. The omission of the adverb of time (today) in ST is actually done to avoid redundancy of meaning (exaggerate meaning). Finally, the interpreter (in example-2) also uses the borrowing technique when changing the word sensitive in ST which is transferred to 'sensitive' in TT.
Memory Skill
It is the interpreter's ability to remember messages or commands so that they can be quickly and accurately interpreted. Based on the data obtained, it is concluded that the two interpreters have very good memory skills, with a percentage of 80% (acquired by the first interpreter) and 87% (acquired by the second interpreter). It is proven by the way each interpreter redirects the entire utterances in the religious activities. They do not ask the speaker to repeat. On the other hand, both interpreters can remember every utterance of the speaker without missing anything.
Quick Thinking Skill
It is an interpreter's skill to understand messages, to think quickly, especially to find suitable equivalents in the variety of spoken language. This skill is also related to memory skills. Based on the data analysis performed, it is found that each interpreter has good quick thinking skills.
It is obviously reflected in their interpreting activities. In a short time, the two interpreters can translate the source messages directly into the target language.
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Public Speaking Skill
It refers to the interpreter's expertise in communicating directly, effectively and accurately in public and in having good tone and volume of voice. From the analysis of the data obtained in the previous paragraph, it is concluded that the ability of the two interpreters to communicate directly, effectively and accurately in public is very good, with a percentage index calculation of 100% (obtained by the first interpreter), and 93% (obtained by the second interpreter). Based on this data, it is found that there is a slight difference in the ratings given to the two interpreters.
This difference is based on each interpreter's fluency in translating the source texts. In this case, one of the raters notes that the second interpreter often repeats the target language utterances (the results of the performed interpreting). Although the interpreters show slight deficiencies, the raters generally appraise that the two interpreters have very good public speaking skills.
Interpersonal Skill
Interpersonal skills are closely related to public speaking skills as both emphasize the ability to communicate with others. Based on the results of the data analysis in the previous section, it is concluded that the interpersonal skills of the two interpreters during the interpreting process fall into 'very good' category, with the percentage gained by each interpreter of 93%.
Cognitive Skill
Having good cognitive skills will greatly help an interpreter carry out his interpreting task.
Based on the data analysis, each interpreter receives a different assessment score from the three raters. This is shown by the index percentage obtained based on the assessment score. The second interpreter, who plays a role in religious activities under the direction of Ps. Benny Hinn achieved, receives a slightly higher percentage index of 87% compared to the percentage achieved by the first interpreter (80%).
DISCUSSION
Based on the results of the data analysis, each of the skills of the two interpreters receives a rather high rating from the raters. JB 1's overall skill mastery score is 90 with a rating percentage of 86%; while the overall skill mastery score of JB 2 is 93 with a rating percentage of 89%. The data indicate that both JB 1 and JB 2 have very good interpretating skills.
Moreover, it can be said that the two interpreters who are the subject of this research are also moderately skilled in interpreting for religious activities. This is evidenced by the implementation of these skills during the interpreting activities. In addition, the different interpreting skills possessed by the two interpreters enormously help produce high-quality oral translations. Not only that, interpreters are also capable of interpreting fluently, without the slightest feeling of nervousness.
Interpreting for religious activities is not easy for the interpreter does not have enough time to take notes, let alone open a dictionary, look up words in ST that are equivalent in TT. Mastering languages and cultures as well as the area to translate is indeed what every interpreter should pay attention to. Without mastery of interpreting strategies and techniques, mastery of various public speaking techniques, the ability to capture and record all information conveyed by the
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speaker, as well as the ability to interact and to communicate with the audience, interpreting activities will definitely be a very tough job to do.
In other words, having different interpreting skills is very helpful and contributes very positively to creating a skilled interpreter to produce quality interpreting. The same applies to the two interpreters who are the research subject. Their ability to convey the speaker's message appropriately with naturalness is certainly supported by good interpreting skills, as evidenced by the two interpreters in this research. Similar results have also been found in the research done by Khrisna (2008), Pujiyanti (2009), Puspani (2010), Syahputra (2017) and Bhaktipertiwi (2018), that there is a significant correlation between the implementation of interpreting skills and the quality of the interpreting. Interpreters manage to make precise and accurate translations when supported by various interpreting skills.
It is also found in this research that mastery of public speaking techniques greatly affects the fluency of interpreters in public speaking. Besides acting as a mediator bridging the communication gap between the speaker and the audience, an interpreter also fulfills his role as a speaker (just like the main speaker). He should also always be close to and next to the speaker in delivering the message in a clear and loud voice. In fact, the interpreter must also be able to follow the intonation or rhythm of the speaker's voice when interpreting a sermon to all Christians. This is in line with the concept of interpreting competence proposed by Pochhacker (2004) and Zubaidah (2018).
The mastery of the speaking skills of these two interpreters is also closely related to interpersonal skills. Interpersonal skills are the interpreter's skills to communicate well, including the ability to listen carefully and to interact with the entire audience. This interpersonal skill is more clearly illustrated through the interpreting activities performed by the second interpreter (JB 2). In translating the religious reading of Ps. Benny Hinn, JB 2 also took part in interacting with all Christians present at the crusade. While the speaker (in this case Ps. Benny Hinn) interacted with the audience, the interpreter did the same.
In this regard, if we look at the rater's rating of the interpersonal skills displayed by JB 1 and JB 2, it is obvious that JB 2 receives higher rating than JB 1. It indicates that the interpreter's ability in the religious activities led by Ps. Benny Hinn builds communication relationships and interactions with the audience during the interpreting activity better that of possessed by JB 2.
These interpersonal skills also play an equally important role in interpreting. In addition, interpersonal skills that are part of public speaking skills are not only related to the ability to interact or communicate with the audience during the activity, but also closely related to the ability of the interpreter to relate to people (including speakers) who come from different social, cultural and ethnic backgrounds.
In this regard, these interpersonal skills are also found in each interpreter. Based on the results of the interviews with the two interpreters, it is noted that the two interpreters directly talk to and consult with the speakers, indicating that there is no intermediary connecting the speaker and the interpreter. What is found during the observation and data analysis process is in line with the interpreting proficiency standard initiated by NAATI (National Accreditation Authority for Translators and Interpreters). The standards for interpreting competences
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regulated by the Accreditation Board for Translators and Interpreters in Australia include these interpersonal skills in the service provision competence.
Not only that, both JB 1 and JB 2 possess several other skills such as: memory skills, quick thinking skills and cognitive skills and meaning transfer skills that also play an important role in producing quality oral translation. These four skills are necessary to sharpen and develop transfer skills of the interpreters. Based on the observations and results of data analysis performed in the previous subchapter, it is found that the assessment of the four skills of the two interpreters proves that both JB 1 and JB 2 have memory skills, the ability to quickly think and to find equivalent words in the TT, as well as very good ability to convey meaning. The results of this research are also found in the research done by Syahputra (2017) and Lei Dai (2021), stating that mastery of the four components of interpreting skills also positively affects interpreters in capturing, recording and delivering messages conveyed by the speaker to the entire audience.
Another skill of the two interpreters that is observed through the video of the interpreting is the ability to properly apply sequential interpreting methods and techniques. These skills are useful in helping interpreters find equivalent words in ST that are appropriate in TT. Moreover, using these interpreting methods and techniques greatly helps interpreters find appropriate solutions to various problems or difficulties during interpreting activities. Some interpreting methods and techniques used are subtraction, addition, adaptation, and so on. These methods and techniques are effective in helping interpreters, but their use must also fit the context.
The interpreter should not make additions or subtractions that are not accurate. Additions that are not in accordance with the context and the text to be translated only lead to redundancy of meaning (exaggerated meaning); while using subtraction techniques that are out of line with the text and context can lead to the inaccuracy of the message the speaker wants to convey.
The concept of applying interpreting techniques is also in line with the concept put forward by Franz Pochhacker (2004) in his book entitled Introducing Interpreting Studies, which states that interpreters can be assisted by using different strategies and appropriate interpreting techniques to make it easier for them to solve problems in conveying the meaning of ST to another in TT.
If we then pay attention to interpreting activities both in religious activities led by Ev. John Hartman and the TRC led by Ps. Benny Hinn, it can be seen that each interpreter speak very fluently and convey the source language story (in this case each evangelist's sermon) in TL. It is clear that both interpreters did not spend much time looking for equivalences. Immediately after the speaker uttered one or two sentences, the interpreter immediately translated the sentence into TL. The interpreter's fluency in interpreting is evidence that the professional background and experience in interpreting sermons play a role in increasing and sharpening the knowledge and skills (skills) of the two interpreters. The first interpreter (whose role is to interpret the sermons under the direction of Ev. John Hartman) has over 20 years of experience in interpreting sermons; while the second interpreter (who plays the role of interpreting sermons during the crusade led by Ps. Benny Hinn) has 12 years of interpreting experience. In addition, they are both evangelists (have the same profession as the speaker).
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Based on the interviews with the two interpreters, it is apparent that all interpreting skills are gained through their interpreting experience. Starting from the various errors and difficulties encountered in the first year of interpreting sermons, learning from these errors and difficulties until finally getting used to it and gaining a lot of knowledge and skills related to translation or interpreting. In other words, this doctoral research has shown that the development of interpreting skills of interpreters is partly affected by the background of the interpreter. The same result is shown by a research done by Khrisna (2008) and Syahputra (2017), which argues that the background of the interpreter plays a role in improving interpreting skills.
CONCLUSION
In order to properly perform interpreting tasks, an interpreter, also a community service interpreter, must possess a number of skills, such as meaning transfer skills, interpreting skills, memory skills and a number of other skills. All these skills are possessed by both interpreters in this research. Based on the observations and data analysis, it is concluded that each interpreter who is the subject of this research is capable of employing each of these skills very well when interpreting. This is evidenced by the fluent interpreting, as well as by the judgment of the raters and the reactions of many people who understand the message conveyed by the evangelist in each religious activity.
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