ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 USING OBLIQUE TECHNIQUE TO TEACHING TRANSLATION OF THE ELEVENTH GRADE STUDENDS OF SMA NURUL AMAL PALEMBANG Anna Theriana taqiratu@gmail.com Universitas PGRI Palembang Abstract: In Indonesian educational system, English is one of the compulsory subjects instructed at school. The student learn English for the first time formally when they are still in the kindergarten up to the university as a foreign language, the students finds the difficulties to learn the four skills of English which are listening, speaking, reading and writing, and English also have some aspects in learning such as: structure, vocabulary, and also grammar.The problem of this study was “Is it effective to use oblique technique to the eleventh grade students of SMA NURUL AMAL Palembang”. The objective of this study was to find out whether or not it is effective to use Oblique Technique to the eleventh grade students SMA NURUL AMAL Palembang. The writer used pre-experimental method. The populations of this study were all the eleventh grade students of SMA NURUL AMAL Palembang in academic year 2011-2012. The sample of this study was 42 students, taken by using cluster random sampling method. The written tests were used to collect the data. The data were analyzed through matched t-test. Keywords : Teaching, Translation, Oblique Technique. I. BACKGROUND Language is the most important over the world. As an important language, thing in communication and means of English takes the top spot as the language that is communication among the nations in all taken into account in the world. Nowadays, 47 ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 English has been the second language in comprehending several understand the text and translate it to make it major countries. Of course, a text the student should English became the language which is easier to understand. The purposes of the studied in almost all of educational in each students are able to perform English well based countries. Language is system of sounds on the specific translation. and words used by humans to express their Based on the writer observed by using thought and feelings (Hornby, 1995: 662). some question at Senior High School 14 of In Indonesian educational system, English Palembang, when the students translated the text is subjects from English into Indonesian the students got instructed at school. The student learn some difficulties. The difficulties were when the English for the first time formally when students make sentences and do not know they are still in the kindergarten up to the characteristics of Indonesian translation and the university the characteristics of English translation. In fact, the students finds the difficulties to learn the characteristic of each language has an important four skills of English which are listening, role to be obeyed. This would be a big deal for speaking, reading and writing, and English the students in translating the sentences. For also have some aspects in learning such as: example: “Its sounds interesting” the students got structure, vocabulary, and also grammar. It some mistakes when translated the sentence. one of as the a compulsory foreign language, is very challenging for the teachers of Based on the difficulties above, the writer English to spendmore time in teaching wanted learning reading translation by using short story. The short story comprehension especially in grammar. It has some advantages, such as it is interesting, is assumed that translation method may be can be read in one sitting and contains some one of the important media in learning vocabulary. The writer believes that short story grammar. According to Hamer in Dewi can (2005:12) grammar of a language is the comprehension to understand the short story and description of the ways in which words the can change their forms and Indonesian. English, in can be combined into sentences in that language. In fact, in construct a sentence or to give challange students some the can solution in teaching students translated in it reading well into Based on the background above, the writer is interested in conducting a research 48 ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 entitled “Using to decisions in response to different situations. Eleventh Teaching is one of a good profession which in Grade Studends of Sma Nurul Amal this profession can provide good benefits for the Palembang” nation. Teaching Oblique Translation Technique of The Based on the explanation, the writer get a II. The Concept of Teaching meaning of teaching is a profession an intensely Teaching is an alternative process personal commitment between the teacher and students and othersto influences among understanding, students themselves. In order to the students’ appreciations, and wellbeing of knowledge, attitudes in words, teach is not explaining everything what we hope will be desirable ways. And also by an all knowing teacher, but asking teaching is the point of education because in probing question, giving the students time education teaching takes important things to to think and respond so that classroom producing good students and can provide a good interaction may come enlightening for all benefits for the nation concern (Maurince in Saleh, 1997:20) According to Brown citied in Saleh As we know how teaching was (1997: 6), teaching is a profession conducted by important for everyone especially for a using a combination of art, science, and skill. students. Gage (2009:1) “Beside that he also states better concept of Teaching is well-nigh the point of the teaching characterized by activities performed by whole outstanding According to educational enterprise and teachers of English as foreign establishment aimed a producing student language. Teaching is a skill for it demands the learning. Based on the expert, teaching can ability – attained from relevan theories the influence the student from knowledge until practice to assist the students expertly in learning attitudes. So when we teach we must have so that they are able to again linguistics and a good knowledge and also have a good communicative competence in target language attitude. (Brown, in Saleh, 1997: 16 -17). Teaching is an According to Gerald G. Duffy interactive process between the teacher and is profession students among students themselves. In order requires words, teaching is not explaining everything by adjusting, adapting, creating, and making an all knowing teacher, but asking probing (2009:66), because teaching teaching a effectiveness 49 ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 question, giving the students’ time to think  Calque and respond so that classroom interaction  Literal Translation may become concerned enlightening (Hornby, Teaching is for 2005: guiding all 1574). and Borrowing facilitating Borrowing is the taking of words directly learning, enabling the students to learn, from setting by translation. Many English words are "borrowed" providing a variety of learning experiences into other languages; for example software in the to field of technology and funk in culture. English conditions for accommodate the learning various learning one language into another without styles (Brown, 1997: 18). also III. Concept of Translation languages; abbatoire, café, passé and résumé As from other translating professionally for over 15 years German; bandana, musk and sugar from Sanskrit. must confess the has words from French; hamburger and kindergarten from I who numerous been now, somebody borrows topic of Translation Techniques poses somewhat of a challenge; trying to Borrowed words are often printed in italics when they are considered to be "foreign". pin down Calque strategies that you use almost intuitively A calque or loan translation (itself a every day of your life becomes a rather calque of German Lehnübersetzung) is a phrase difficult task. borrowed from another language and translated That is why I decided of translation literally word-for-word. You often see them in techniques in the hope that the reader may specialized or internationalized fields such as become interested in knowing a little bit quality more about translation and its nuances. assurance qualité taken from English). Examples Direct Translation Techniques that have been absorbed into English include used assurance Direct Translation Techniques are standpoint when Standpunkt structural and conceptual and and (aseguramiento beer garden Biergarten; de calidad, from German breakfast from elements of the source language can be French déjeuner (which now means lunch in transposed into the target language. Direct Europe, but maintains the same meaning of translation techniques include: breakfast in Québec). Some calques can become  Borrowing widely accepted in the target language (such as 50 ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 standpoint, beer garden and breakfast and does not mean that all sentences can be translated Spanish peso mosca and Casa Blanca from literally. English flyweight and White House). The trabajando para terminar el informe translates meaning other calques can be rather into English as The experienced team is working obscure for most people, especially when to finish the report ("experienced" and "team" are they relate to specific vocations or subjects reversed). El equipo experimentado está such as science and law. Solución de They are many concepts of translation compromiso is a Spanish legal term taken described by experts. According to Larson citied from the English compromise solution and in although Spanish attorneys understand it, consists of translating the meaning of the source the meaning is not readily understood by language into the receptor language. This is done the layman. An unsuccessful calque can be by going from the form of the list language to the extremely unnatural, form of the second language by way of semantic unwanted humor, and often can cause interpreted as Choliludin structure. It (2009:4) is says meaning that translation which is being indicating the lack of expertise of the transferred and must be held constant. Only the translator in the target language. form change. Next, according to Catford citied in Literal Translation Choliludin (2009 : 4) that translation may be A word-for-word translation can be defined as follows: the replacement of textual used in some languages and not others material in one language as source language (SL) dependent on the sentence structure: El by equipo está trabajando para terminar el language as target language (TL), and Steiner informe would translate into English as citied The team is working to finish the report. translation can be seen as (co) generation of the Sometimes it works and sometimes it does text under specifics constraints that is relative not. For example, the Spanish sentence stability above could not be translated into French therefore, register, and, classically, change of or German using this technique because language and (context of ) culture. in textual material Choliludin (2009 of some in another : 5) says that situational factors and, Kinds of Translation the French and German sentence structures are different. And because one sentence can be translated literally across languages equivalent After translation 51 studying the there are also definition of some types and ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 categories of translation in order to have a Jacobson wider scope of it. According to some distinguishes three types of translation. They are experts there are many kinds types of Intralingual Translation, translation, they are: According to Catford and Intersemiotic Translation. The explanation citied in Choliludin (2009 : 25) divides are: a. Intralingual Translation or Rewording: It translation into three distinctive types, Full is and interpretation of verbal signs by means of Translation vs Partial Translation, Total other signs in the same language, b. Interlingual Translation vs Restricted Translation, and Translation or Translation Proper: It is an Rank of Translation. The explanation are: interpretation of verbal signs by means of some a. Full Translation: the entire text is other language, c. Intersemiotic Translation or submitted to the translation process, that Translation: It is an interpretation of verbal signs is, every part of the SL text is replaced by by means of signs system. In the other hands, TL Partial according to Brislin citied in Choliludin (2009 : Translation:some part of parts of the SL 26 – 29) categoriestranslation into four types, text left untranslated, they are transfered to namely: Pragmatic and incorporated in the TL text, c. Total poetic Translation, Translation: SL grammar and lexis are and Linguistic Translation. The explanation are: replaced by equivalent TL grammar and a. Pragmatic Translation: It refers to translation lexis, of a message with an interest in accuracy of the text d. grammatical material, b. Restricted Translation: is the and lexical levels citied in Choliludin (2009 : 20) Interlingual Translation, Translation, Aesthetic Ethnographic – Translation, means, information that was meant to be conveyed in the respectively, replacement of SL grammar source language form and it is not concerned by equivalent TL grammar, but with no with other aspects of the original language replacement of lexis, and replacement of version, b. Aesthetic-poetic Translation: It refers SL lexis by equivalent TL lexis but with to translation in which the translator takes into no account the affect, emotion, and feelings of an replacement grammar, e. Rank of Translation: they are word translation, group to group word original agnate version, the aesthetic form used translation, by the original author, as well as any information sentence to sentence translation, paragraph in the message, c. Ethnographic Translation: To to explicate the cultural context of the source and paragraph translation, to discourse to discourse translation. Next, according to TL 52 versions, and the last is Linguistics ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 Translation: with the beginning of a sentence; Spanish can have it of the constituent closer to the end. This requires that the translator morphemes of the source language and knows that it is possible to replace a word grammatical form. category in the target language without altering IV. Concept of Oblique Technique the meaning of the source text, for example: equivalent It is meanings concerned Oblique Translation Techniques Oblique Translation Techniques English Hand adverbial phrase). elements of the source language cannot be Modulation translated without (noun + participle) becomes Spanish Tejido a mano (participle + are used when the structural or conceptual directly knitted altering Modulation consists of using a phrase meaning or upsetting the grammatical and that is different in the source and target stylistics elements of the target language. languages to convey the same idea: Te lo dejo Oblique translation techniques include: means literally I leave it to you but translates  Transposition better as You can have it. It changes the  Modulation semantics and shifts the point of view of the  Reformulation or Equivalence source  Adaptation translator generates a change in the point of view  Compensation of the message without altering meaning and Transposition This is the process where parts of speech change their sequence when they are translated (blue ball becomes boule bleue in French). It is in a sense a shift of word class. Grammatical structures are often different in different languages. He likes swimming translates as Er schwimmt gern in German. Transposition is often used between English and Spanish because of the preferred position of the verb in the sentence: English often has the verb near language. Through modulation, the without generating a sense of awkwardness in the reader of the target text. It is often used within the same language. The expressions es fácil de entender (it is easy to understand) and no es complicado de entender (it is not complicated to understand) are examples of modulation. Although both convey the same meaning, it is easy to understand simply conveys "easiness" whereas it is not complicated to understand implies a previous assumption of difficulty that we are denying by asserting it is not complicated to understand. This type of change of point of 53 ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 view in a message is what makes a reader translated, and the meaning that is lost is say: "Yes, this is exactly how we say it in expressed somewhere else in the translated text. our language". Peter Fawcett defines it as: "...making good in Reformulation or Equivalence Here you have express translated in another". One example given by something in a completely different way, Fawcett is the problem of translating nuances of for example when translating idioms or formality from languages that use forms such as advertising is Spanish informal tú and formal usted, French tu creative, but not always easy. Would you and vous, and German du and sie into English have translated the movie The Sound of which only has 'you', and expresses degrees of Music into Spanish as La novicia rebelde formality in different ways. slogans. The to one part of the text something that could not be process (The Rebellious Novice in Latin America) As Louise M. Haywood from the or Sonrisas y lágrimas (Smiles and Tears University of Cambridge puts it, "we have to in Spain)? remember that translation is not just a movement Adaptation between two languages but also between two Adaptation when cultures. Cultural transposition is present in all something specific to one language culture translation as degrees of free textual adaptation is expressed in a totally different way that departing from maximally literal translation, and is another involves replacing items whose roots are in the language culture. It is ashift in cultural source language culture with elements that are environment. Should pincho (a Spanish indigenous to the target language. The translator restaurant menu dish) be translated as exercises a degree of choice in his or her use of kebab in English? It involves changing the indigenous features, and, as a consequence, cultural reference when a situation in the successful source culture does not exist in the target translator's command of cultural assumptions in culture (for example France has Belgian each language in which he or she works". familiar or occurs appropriate to jokes and England has Irish jokes). when depend on the when the structural or conceptual elements of the In general terms compensation can used may Oblique Translation Techniques are used Compensation be translation something cannot be source language cannot be directly translated without 54 altering meaning orupsetting the ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 grammatical and stylistics elements of the something cannot be translated, and the target language. Gabriela Bosco. Portugal- meaning inenglish-2000apr-teachingthrough- somewhere else in the translated text. that is lost is expressed translation_2pdf.Adobe Reader. Concept of Short Story Oblique translation technique includes: According to Husein (2010:2 – 3) there a. Transposition This is the process where are some definitions of short story: Short story is of their a piece of prose fiction which can be read at a sequence when they are translated. single sitting. There is often little action, hardly It is in a sense a shift of word class. any parts speech change b. Modulation character development, but we get a snapshot of life. Short story is a piece of art that Modulation consists of tries to give us a specified impression of the using a phrase that is different in world we live in. It aims to produce a single the source language and target narrative effect with the greatest economy of language to convey the same idea. means. Short story is a short piece of fiction c. Reformulation or Equivalence Express completely something different way, aiming at unity of characterization, theme and in a effect. Elements of Short Story for example when translating idioms or advertising slogan. According to Husein (2010:7) the elements of short story are divided into two d. Adaptation parts, they are intrinsic elements and extrinsic Adaptation occurs when elements. The intrinsic elements consist of: something specific to one language 1) Setting culture is expressed in a totally Setting of a short story is the time different way that is familiar or and place in which it happens. The time appropriate and location in which a story takes place. to another language There are several aspects of a story’s culture. e. Compensation In setting to consider when examining how general terms setting contributes to a story place, time, compensation can be used when 55 ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 weather condition, social condition, mood or atmosphere. 2) Plot 5) Point of view Plot is the structure of events within a story and Point of view or p.o.v, is defined as the the causal angle from which the story is told. There are relationship between them. There is first person, limited omniscient, and objective no plot without causality. How the omniscient. author arranges events to develop 6) Theme his basic idea. essential There are five parts of The theme is central idea or belief in a plots: short story. A piece of fiction is its introduction, rising action, climax, controlling idea or its central insight. falling action, and denouement. 7) Figurative language 3) Conflict The Figurative language: using figures of conflict is a struggle speech and it cannot be taken literally. between two people or things in a Figure of speech: any way of saying short story. The main character is something other than in an ordinary way. usually on one side of the central 8) Tone conflict. There are two types of Tone is the situation that influences conflict: External and Internal. the story. It can be humor, tragedy, ironic, 4) Character tragic, or objective A character is a person, or sometimes even an animal, who The extrinsic elements its consist of: takes part in the action of short Reader Response Strategy: story or other literally work. There Reader response strategy was used in are two meanings for the world analyzing students’ appreciation on literally character: the person in a work of subject. Reader response strategy focuses on fiction, socio – cultural of the reader which involves the characteristics of person. Characters are individual – round, developing – their dynamic, emotion, relationship, motives, and reaction on literally works. To understand the static – stereotypes. socio – cultural aspects in the story, student is 56 ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 guided by the seven strategies of reader 7) Judging the readers give their opinion response. on the story, the author, and the plot of the According to Beach and story. Teaching Procedures Marshall citied in Husein (2010:18). Reader response consists of seven Teaching and learning activities strategies: always proceed through a format that consist 1) Engaging in which readers try to of three components (Saleh, 1997). They are involved pre activity, whilst activity and post activity. their feeling in reading literally works. In conducting this study, the writer applied 2) Describing the readers describe the following procedures: and retell the information given 1. Pre activities from the text. In this stage readers a. The teacher greeted the students. The describe teacher asked the character, the students’ condition characterization, background of the before the teacher called each of the storyand the plot of story. students’ name. 3) Conceiving the readers begin to b. understand teacher the character, the The teacher gave motivation. The said to the students that background of the story and the translating a short story is interesting and language used by the characters. fun. 4) Explaining the readers explain 2. Whilst activities the reasons of a characters in doing a. The teacher showed a short story and something in the 5) explained the intrinsic elements in short Connecting the readers to story to make it easy when translating the story. try connect their personal experience short story. to the things that happen on the b. The teacher explained the part of characters. speech, phrase, and idiom. 6) Interpreting the readers use his c. The teacher gave some difficult words reaction, and after that the students can translated and description, connection in conception, finding the the theme of the story. 57 short story. ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 3. Post activities given after the treatment. The test was given in: a. The teacher gave some summary Multiple Choice. In this test, the students were of the lesson. given a short story with the title “After Twenty b. The teacher gave some question to Years” and then to check their knowledge the know the students’ comprehension. writer was given some questions in multiple c. The teacher closed the lesson and choice forms. The students were asked to read gave the student homework. the short story after they read it they were answer the questions in multiple choise form. The V. Method of the Research In this research the writer used the weak experimental design. According to questions in 30 items and then the students chose the correct answer by circle or sign the following answer. Interpretation Fraenkeland Wallen (1990:236) the weak experimental design, a single group is As described above, it was found that the measured and observed both before and students’ average score in the pretest was 4.3 after exposure to treatment. After being taught translation by using oblique Diagram of this design as follows: technique through short story by the writer, the O1XO2 students got progress in their scores. It was O1 = Pre – test evident that result of the posttest score was 7.2 X = Treatment indicated the students’ progress. It means that O2 = Post – test oblique technique was good technique to improve students’ ability in reading especially in Technique for Collecting Data understanding the text and translated it. From the In collecting the data, the writer students’ average scores in the pretest and the used a test in this research. According to posttest, the matched ttest calculation obtained Brown (2004:3) the test is a method of “t” was 15.3 and the tcritical value of t at 5% measuring a person’s ability, knowledge with 41 degree of freedom (df) is 1.684 it means or performance in a given domain. that the obtained “t” was much higher than In this study, there were only one critical value it means the alternative hypothesis test but given twice. Pre – test is given was accepted, consequently the null hypothesis before the treatment and post – test is was rejected, it was significantly effective to 58 ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 translation by technique concludes that teaching translation by using through short story to the eleventh grade oblique technique through short story is effective students to of using SMA oblique NURUL AMAL Palembang. increase students’ translation achievement, expecially using short story. It could be proven The increase of the students’ score by analyzed the students’ pretest and posttest in the post-test caused by the treatment, scores of the students. The average scores of the which guided them easily in identify the pretest were 4.3 while the posttest was 7.2 it elements in the paragraph (short story). means that the research hypothesis (Ha) was VI. CONCLUSION AND accepted. SUGGESTION By applying matched t-test, the writer In this chapter, the writer presents found that t-obtained was higher than critical conclusion and suggestions. Based on the value in t-table. The result of the calculation was findings in previous chapter, and also found out that t-obtained was 15.3 the coefficient offers suggestion to the teacher as well as critical value of t-table was 5% with significant to the students. level 0.05 and the degree of freedom (df) was 41 Conclusion (42 - 1). It means that teaching translation by The conclusions of this study using oblique technique through short story to are presented in the following points. the eleventh grade students of SMA NURUL Based on the result of the study, the writer AMAL Palembang was significantly effective. REFFERENCES Arikunto, Suharsimi. 2002. Prosedur Penelitian, Suatu Pendekatan Praktek Edisi ke Jakarta :Rineka Cipta Brown, H. Douglas. 1994. Teaching by Principles an Interactive Approach to Language Pedadogy. Englewood Cliffs, New Jersey: Teaching: Prentice-Hall, Regents. Bosco, Gabriela. Technique in Teaching Translation Portugal-inenglish2000apr-teachingthrough translation_2pdf.Adobe Reader. Acces on April 22th 2012 Choliludin. 2009. The Technique of Making Idiomatic Translation. Jakarta: kesaint blanc. 59 ESTEEM: JOURNAL OF ENGLISH STUDY PROGRAMME P-ISSN 2622-9323 E-ISSN 2622-2213 Fraenkel, Jack r. and Norman e. wallen. 1990. How to Design and Evaluate Research in Education. New York: mc graw hill inc. Harmer, Jeremy. 2005. The Practice of Language Teaching. London: Longman. Hatch, Evelyn and Hossein Farhady. 1982. Research Design and Statistics for Applied Linguistics. Rowley: Newbury House Publishers: Inc. Hornby. AS. 2005. Oxford Advance Learner’s Dictionary of Current English. Oxford: Unversity Press. Husin, Isriati. 2010. An Introduction to Prose. Palembang : Universitas PGRI Palembang. Irawan, Rindianti. 2010. “An Obligue Translation Analysis of Mandala Magazine” http://repository.usu.ac.id/bitstream/12 345789/21331/4/chapter%2011.pdf Acess on 29 July 2012. Gage, N.L. 2009. A Conception of Teaching.Springer US 60