Translation Studies: From Theory To Practice

TRANSLATION STUDIES: From Theory to Practice
TRANSLATION
STUDIES
From Theory to Practice
i
ii
TRANSLATION
STUDIES
Dr. Farida Repelita Waty Kembaren, M. Hum.
Editor
Rahmah Fithriani, SS., M.Hum. Ph.D
Perdana Publishing
iii
TRANSLATION STUDIES
Penulis:
Editor:
Rahmah Fithriani, SS., M,Hum., Ph.D
Copyright © 2019, Pada Penulis.

Hak cipta dilindungi undang-undang
All rights reserved
Penata letak: Tim Pracetak Perdana

Perancang sampul: Aulia Grafika
Diterbitkan oleh:
PERDANA PUBLISHING
Kelompok Penerbit Perdana Mulya Sarana
(ANGGOTA IKAPI No. 022/SUT/11)
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Telp. 061-77151020, 7347756 Faks. 061-7347756
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Contact person: 08126516306
Cetakan pertama: Maret 2019
ISBN 978-623-7160-15-1
Dilarang memperbanyak, menyalin, merekam sebagian

atau seluruh bagian buku ini dalam bahasa atau bentuk apapun
tanpa izin tertulis dari penerbit atau penulis
iv
Acknowledgment
This book is compiled for students of English Education

Department to help them understand about the basic of translation
theory and practice. This book is a compilation of different popular
translation books and some sources from the Internet. The theory is
presented and followed by real-life practices and examples including
with pictures and organized instructions (step-by-step). Therefore,
students will not only understand the theory of translation, but also
the practices of translation itself.
The students will learn the translation theory step by step,

and it will be useful for them for analyzing translation techniques,
translation quality, and translation ideology, conducting translation
research for publication, and participating in national and
international conferences of translation field as presenters. In this
book, the students learn how to translate different kinds of text,
looking for clients for their translation agency, design translation
agency brochures, advertisements, and videos that they upload to
YouTube and other social media. The theory lets the students have
an opportunity to learn about entrepreneurship by guiding the
students to run a translation agency service which can give them
basic experience as translators. This opportunity will guide them to
be professional translators in the future. From this book, the students
also learn about translation tools and video subtitling.
Many of the ideas for writing this book have grown out of
conversations and interactions with my colleagues and fellow
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English lectures at Tarbiyah Faculty, State Islamic University of North

Sumatra and Faculty of Cultural Studies in University of Sumatra
Utara. Moreover, my gratitude and thanks are due to my beloved
family, fellow lecturers, friends, and students for their support,
prayers, and care given to us. Finally, I hope that this book will be
useful for the students to enhance their understanding of translation
theories and practices. I hope after learning translation theories and
practices from this book, students will be able to be professional
translators in the future who master the theory of translation, and
conduct a lot of translation researches.
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TABLE OF CONTENT
Acknowledgment .............................................................. v
Table of Content ............................................................... vii
Chapter I
Translator and Interpreter .............................................. 1
A. Definitions of translation ............................................. 1
B. Kinds of translation ..................................................... 4
C. Translator and Interpreter ........................................... 5
D. Working as freelance translator ................................... 6
E. Translator networks .................................................... 11
Chapter II
The Challenges of Translating Text ............................... 14
A. Be careful in translating poorly written text ................ 15
B. Be careful in translating specific terms and idioms ...... 16
C. Be careful in word choice ............................................ 17
Chapter III
Translation Methods Proposed by Newmark .............. 26
A. Word for word translation ........................................... 26
B. Literal translation ....................................................... 28
C. Faithful translation ...................................................... 28
D. Semantic translation .................................................... 29
E. Communicative translation ......................................... 30
F. Idiomatic translation ................................................... 31
G. Free translation ........................................................... 32
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H. Adaptation .................................................................. 32
Chapter IV
Translation Techniques Proposed by Molina and
Albir ....................................................................................... 38
A. Adaptation ................................................................ 38
B. Amplification .............................................................. 39
C. Borrowing ................................................................... 39
D. Calque ......................................................................... 40
E. Compensation ............................................................. 40
F. Description ................................................................. 41
G. Discursive Creation ..................................................... 41
H. Established Equivalence .............................................. 41
I. Generalization ............................................................. 42
J. Linguistic amplification ............................................... 42
K. Linguistic compression ................................................ 42
L. Literal translation ......................................................... 42
M. Modulation .................................................................. 43
N. Particularization .......................................................... 43
O. Reduction ................................................................... 43
P. Substitution ................................................................. 43
Q. Transposition ............................................................... 44
R. Variation ....................................................................... 44
Chapter V
Revising Translation Product .......................................... 52
A. Activating the spelling and grammar checks ................ 53
B. Using find and replace option ..................................... 57
C. Inserting comments ..................................................... 60
D. Comparing Two Versions of a Document .................... 61
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Chapter VI
Translating Movie Subtitles ............................................. 71
A. Subtitling vs dubbing ................................................. 72
B. How to create subtitle? ................................................ 73
Chapter VII
Translation Quality Assessment ..................................... 80
A. The original house model of translation quality
assessment ................................................................. 81
B. Back translation .......................................................... 86
C. Analysis of ST and statement of function .................... 87
D. Translation Quality Instrument .................................... 102
REFERENCES ...................................................................... 108

Glossary of terms .............................................................. 111
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Chapter I
Translator and Interpreter
A. Definitions of translation
Translation theory provides rules in translation field, and if
translation process is not based on translation theory, the translation
products will be bad and cannot be understood by the target readers.
Thus, studying about translation theory is as important as the practice
of translating texts.
According to Catford (1965), translation is the replacement of

textual materials in one language by the equivalent textual materials
in another language. The textual materials are words, phrases,
sentences, language style and grammatical structures. Translators
should be able to find the most relevant words, phrases, sentences
or grammatical structures that can replace the source text so that the
target readers can understand the target text. For example:
Source Text Target Text
Hi Ron! Are you OK? • Hai Ron! Apakah kamu baik-baik

You are in blue. saja? Anda berwarna biru. Apa
yang terjadi? Saya telinga semua.
• Hai Ron! Apakah kamu baik-baik

saja? Kamu kelihatan sedih.
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In the example above, the first translation sounds unnatural and

will not be able to replace the textual materials in the source text. As
a result, the target readers cannot understand the target text.
According to Newmark (1988), translation is rendering the

meaning of a text into another language in the way that the author
intended the text. Newmark also adds that translation attempts to
replace a written message and statement in one language by the
same message and statement in another language. It means the
message in the source text should be similar with the message in the
target text.
According Nida and Taber (1974), translation is a process of

reproducing the closest natural equivalence of the source language
messages, first in terms of meaning and secondly in terms of style. It
means translation can be seen as rewriting of the message contained
in the source language into the target language to find similarities.
For example; the word “it can’t be helped” should not be translated
literally as “dia tidak bisa ditolong”. Instead, it should be translated
as “mau bagaimana lagi” which is the closest equivalence phrase for
“it can’t be helped” in Indonesian.
According to Mildred L. Larson (1984), translation is basically a

change of form. Translation is transferring the meaning of the source
language into the receptor language. This is done by going from the
form of the first language to the form of the second language by way
of semantic structure. It is the meaning which is being transferred
and must be held constant. It means the form of the source language
is replaced by the form of the target language. When translating a
text, the meaning of the source language is transferred to the target
language. The meaning should be constant, only the form changes.
Even though the form of the source text changes, the meaning of the
text is still the same.
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Thus, according to Larson, translation can be described as

replacing the form of the source text in the target text without
changing the meaning of the source text. For example; “He is cold
hearted” does not mean that “his heart is cold”, but it means someone
who is unfeeling or has no emotional sympathy. Larson also adds that
someone who knows both the source and the target language very
well can translate a text rapidly without thinking about the semantic
structure, but for translating a more complicated text, the translator
will need to learn more. It means, even though a translator is fluent
in both languages, he still needs to do an analysis for both languages
and learns about the semantic structures of both languages. For
example;
Source text Target text
Siapa nama Anda? What is your name?
In the example above, it can be seen that translator uses different

words and different grammatical structure, but the meaning of the
language is still to ask someone’s name. Larson also states that to do
effective translation, one must discover the meaning of the source
language, and uses the target language forms which express the
meaning in a natural way. Therefore, according to Larson, a good
translator tries to find the meaning of the source language, transfer
it to the natural form of the target language, communicates the
meaning of the source language that can be understood well by the
target readers so that the target readers will give the same response
as the source language readers do.
According to Brislin (1976), translation is the general term

referring to the transfer of thoughts and ideas from one language
to another language, whether the languages are in written or oral
form; whether the languages have established orthographies or do
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not have standardization or whether one or both languages is based

on signs, as with sign languages of the deaf.
According to Wolfram Wills (1982), translation is a transfer

process which aims at the transformation of a written source text into
an optimally equivalent target text and which requires the syntactic,
the semantic and the pragmatic understanding and analytical
processing of the source text.
B. Kinds of translation
Roman Jakobson (1959) has divided translation into three kinds;
intra-lingual translation, inter-lingual translation, and inter-semiotic
translation. Intra-lingual translation is the process of transforming a
text into another text according to translator’s interpretation in the
same language. Inter-lingual translation is transforming the source
text message into the target language. Inter-semiotic translation
interprets a text into another sign or system.
Savory (1969) has divided translation into four kinds, namely;

perfect translation, adequate translation, composite translation, and
research and technical translation. Perfect translation is often to be
seen in public area, for example; No smoking (Dilarang merokok).
Adequate translation aims to get the general information of the text
for fun readings, for example; the translation of Harry Potter written
by J.K. Rowling into Indonesian. Adequate translation is flexible so
that the target readers are easy to understand the text. Composite
translation is the serious translation of literatures which is well enough
to make the message, meaning, and style of the source text can be
transformed well in the target language, for example; the story of
“The Old Man and the Sea” which is translated as “Laki-laki Tua dan
Laut” by Sapardi Djoko Damono. Research and technical translation
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is made for translating texts related to science or techniques, for

example; the translation of books related to computer science from
English to Indonesia.
C. Translator and Interpreter

Interpreting and translation are two closely related, performed
by the same people, but they are different in skills, training, aptitude
and language knowledge that few people can do both successfully
on a professional level. Basically, the difference between interpreting
and translation is only in the medium. An interpreter translates
orally while a translator translates written text. Translators are able
to understand the source language and its culture, use dictionaries
and reference materials, render the source text clearly and accurately
into the target language.
On the other hand, an interpreter should be able to translate

in both directions on the spot without using dictionaries or other
reference materials. Interpreters have extraordinary listening ability
especially in simultaneous interpreting. Simultaneous interpreters
need to process and memorize the words that the source language
speaker is saying while simultaneously outputting in the target
language the translation of words the speaker said 5-10 seconds ago.
Interpreters should also possess excellent public speaking skills and
intellectual capacity to instantly transform idioms, colloquialisms,
and other culturally-specific references into analogous statements
the target audience will understand.
Interpreters and translators perform similar task, but in different

settings. Interpreters convert any spoken material from one language
to another language, and translator converts written material in the
same manner. Interpreting can occur in a variety of settings, such as;
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conferences, meetings, telephones, and it can take the form of either

simultaneously or consecutively. Meanwhile, translation occurs on
any form of written work, including literature, newspapers, contracts,
software interfaces, and websites.
Moreover, translators generally work from their home computers,

and tend to specialize in a particular field. Good translators have
excellent writing skills and are usually perfectionist by nature,
paying particular attention to the style of the source documents, as
well as the accuracy and significance of the terms used within their
translations. Unlike translators, interpreters do not provide a word-
for-word translation; instead, they response spoken messages from
one language into another, instantly and accurately. Interpreters
work in real-time situations, in direct contact with both the speaker
and the audience. Good interpreters are endowed with very quick
reflexes, as well as a good memory and speaking voice. An interpreter
is often more than an on-demand translator, however – they also act
as facilitators between speaker and listener, both linguistically and
diplomatically.
To sum up, translators and interpreters work with languages,

but in very different ways, the key difference is that translators work
with written words while interpreters work with spoken words.
D. Working as Freelance Translator

The following strategies are recommended to anyone starting
out as a freelance translator:
1. Submit your application letter, CV, and an example of your

translation (the source text and the target text) to translation
agency or book publishers on the Internet. In your application
letter, you should tell your wish to be a freelance translator
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and collaborate with the publishers including your experience

in translation. You may include the certificate of your English
language proficiency, your education certificates, the language
courses you have taken, your experience in living abroad, and
anything that will support your applications. In addition, you
should tell the publishers that you have the ability in translation
field, and you may also tell the genre of text you prefer to
translate, such as; comics, novels, newspapers, research papers,
etc. Some publishers that you can check online are: Gramedia,
Qanita, Serambi and Bentang. Once your application has been
submitted, pay attention to the information available on the
publisher’s websites and social medias, such as; Twitter, Facebook,
Instagram, Telegram, or Blog. Follow their accounts and join the
discussion with other members online. Following is an example
when Gramedia Pustaka Utama announced on Twitter that they
were looking for translators:
2. Pay attention to Job Vacancies in translation community groups,

such as; Bahtera (Yahoo Group Bahtera), Proz (www.proz.com),
Translatorscafe (www.translatorscafe.com) and Translator Spot
(www.translatorspot.com) and HPI (Himpunan Penerjemah
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Indonesia). In Bahtera, before participating in their discussion,

you should join the group. You can do this by clicking the
option “join this group” on Yahoo Group Bahtera, completing
the required information, and sending request. Following is the
Yahoo Group Bahtera:
Following is the Proz online community:
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Following is the Translator Spot online community:
Following is the Translator Café online community:
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Following is the HPI community:
3. Create a video promotion and leaflet that will promote your

translation agency. You may want to start your own translation
agency by collaborating with other freelance translators. You can
upload the video promotion on YouTube, Instagram, Facebook or
Twitter so that people on social media will see that you offer the
translation service. Following is the sample of translation leaflet:
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E. Translator Networks
There are many translation communities, and some of them are
as follows:
1. Global Translation Community Coursera
Visit: https://www.coursera.org
It is a community of volunteers and partner organizations

working to make great educational content accessible across geographic
and linguistic boundaries. The participants of this community work
together to translate top courses on Coursera into their native
languages. Coursera itself provides universal access to the world’s
best education, partnering with top universities and organizations to
offer courses online. First and foremost, by translating top courses
you are helping millions of learners who may otherwise struggle to
understand courses taught outside their native language. By joining
this community, you will become a member of a tight-knit community
of committed individuals and organizations. You will also be given
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access to a private translator’s portal, invited to occasional special

events and will have the opportunity to be recognized for your
contributions – both on the Coursera website and through special
translator certificates.
To become a Coursera Translator, you should fill the form and

answer basic questions about your background and reasons for
translating. Upon the submission of your form, you will hear back
the results within 5-7 days with detailed instructions about how to
get started. The community will also welcome you into a private
translator’s portal where you can interact with fellow participants
and with the Coursera Team.
2. Google Translation Community
Visit: http:www.google.com
This community is the online translation community that helps

Google Translate to improve its translation quality. Once you join the
community, you will be able to see some choices, such as; validating
or translating. When you click “translating” you will translate some
words given by Google Translate, and then click “send”. It is also one
kind of translation training which will improve your translation skills.
When you click “validating” you will be given several sentences, and
then you will decide which one the correct translation of the source
texts given.
3. Proz.com
Proz.com is home to the world’s largest translator network.

Professional translators use this website to collaborate on terms
translation, translation dictionaries, translation training and more.
The mission of this community is to provide tools and opportunities
that translators, translation companies, and others in the language
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industry can use to extent their network, expand their business, and
improve their work.
4. WP-Translation
WP-Translation is a community that aims to be a bridge between

developers and translators. They are dedicated to translate WordPress
and partner with a great tool called Transifex which allows the
members to have several open-source projects to be translated by
a huge community of enthusiasts simultaneously around the globe.
Task 1:
1) Be a member of these translation communities: Bahtera, HPI, Proz,

Translator Spot, Translator Café, Global Translation Community
Coursera, WP-Translation, Google Translation Community.
2) Follow the Twitter or Facebook of these publishers: Gramedia,

Qanita, Serambi and Bentang.
3) Create a leaflet and video promotion of your translation agency,

and upload them to Youtube and SNS (Twitter, Facebook, Instagram).
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Chapter II
The Challenges of Translating Text
H oed argued that translation errors concern about the language

errors (Hoed, 2006). It means “good” or “bad” translation
depends on the language errors in the target text. It also means that
there is no perfect translation since the aesthetic factors and the style
of every translator are different to one another. Hoed states that
there are two main problems in translating texts from Indonesian
into English or vice versa, namely:
a. The differences between Indonesian language and foreign

language.
b. The translators do not master English as part of culture.
Then, Hoed also adds that there are two practical problems in
translating text:
a. Translators do not understand the meaning of words, sentences

or paragraphs, and cannot understand the message of the
source text.
b. Translators are difficult to translate words, sentences or
paragraphs despite of their understanding of the source context.
According to Hoed, these problems can be solved by applying

the translation procedures to improve the accuracy, acceptability,
readability of the target text. In this chapter, you will explore some
challenges in translating text.
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A. Be careful in translating poorly written text

When translating a text, sometimes, you may get poorly written
source texts. It is considered difficult because the translators cannot
understand the source text properly. The poorly written source
text may consist of typos or specific terminologies. Following is
an example of poorly written source text which is translated from
Indonesian into English by translator A and translator B.
Source Text Target Text
Komunikasi merupakan se- • Communication is a process in

buah proses dalam mana which someone or some people,
seseorang atau beberapa groups, organizations and commu-
orang, kelompok, organisa- nities create, and use information
si, dan masyarakat mencip- to connect with the environment
takan, dan menggunakan and others.
informasi agar terhubung
• Communication is a process when
dengan lingkungan dan orang
someone, some people, groups, or-
lain.
ganizations and communities cre-
ate and use information to connect
with the environment and others.
If compared, the translation products of translator A and

translator B, it can be seen that translator B translates the abstract
better than translator A. The phrase “dalam mana” basically means
“ketika”. Translator A translates “dalam mana” as “in which” which is
incorrectly translated to convey the message of the source text in the
target text. Translator A should not follow the grammatical structure
of the source text (someone or some people, groups, organizations
and communities), but he should follow the grammatical structure
of the target text as what translator B did (someone, some people,
15
groups, organizations and communities) by omitting “or” and adding

“and” to produce a more natural translation.
B. Be careful in translating specific terms and idioms

Translators should be able to convey the intended message
in the source text clearly and understandable in the target text.
Especially when translating specific terms or idioms, translators
should pay attention to convey the ideas correctly in the target text.
For example:
Payung hukum Legal umbrella
In the example above, it can be seen that the translator translates

“payung hukum” as “legal umbrella” in the target language. This
translation will make the target readers confused because the
expression “legal umbrella” is not existed in English. Does it mean an
umbrella which can be used legally by certain people? Of course not!
This is an incorrect example of translating specific terms. Translators
should see and check the correct terms of “payung hukum” which is
the equivalence in English.

Payung hukum Legal protection
Law protection
Legal standard
In the example above, it can be seen that a better translation

for “payung hukum” is “legal protection”. This expression is better
understood by the target readers because the terms “legal protection”,
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“law protection” and “legal standard” are more common than “legal
umbrella”.
Following are some examples of specific terms in Indonesian

and their translations in English:
Source text Incorrect translation Correct translation

Kedudukan hukum The position of law Legal standing
Atas nama On name On behalf of
Interest (economics) Tertarik Bunga
Piece of cake Sepotong kue Sangat mudah
You are in blue Kamu berwarna biru Kamu sedang sedih
C. Be careful in word choice

Translators should be able to choose the most equivalent words
to convey the message in the source text effectively in the target text.
Indonesian and English have great differences in cultures, words,
and customs. When translating a text from Indonesian into English,
consider the context and the equivalent words. For example:
Perekonomian suatu daerah a. The economy of a region that

yang tumbuh dengan tinggi grows high will increase the
akan memperbesar daya serap absorption of labor and be
tenaga kerja serta mampu digu- able to be used to reduce the
nakan untuk mengurangi jum- number of unemployed.
lah pengangguran yang ada.
b. The high economy rate of
a region will increase the
employment rate and reduce
the number of unemployment.
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In the example above, it can be seen that translator A translates

the text literally, and follows the grammatical structure of the source
text. Translator A translates “tumbuh” as “grows”, “menyerap” as
“absorption”. Unlike translator B, he translates the text by following
the grammatical structure of the target text. Translator B translates
“tumbuh” as “improve”, “menyerap tenaga kerja” as “increase the
employment rate” in order to convey the message of the source text
properly in the target text. Translator B translates the text better
than translator A because he tries to find the best equivalent word
in the target text.
Let us see the next example:
Sebuah media dapat mewakili a. A media can represent a lack

kekurangan guru dalam proses of teachers in the learning
pembelajaran process.
b. Media can support the teaching

and learning activities in the
classroom.
In the example above, it can be seen that translator A translates

the source text literally. Translator A translates “kekurangan guru”
as “a lack of teachers” which cannot convey the message properly.
The phrase “kekurangan guru” in the source text does not mean that
some teachers are needed to add the numbers of teachers in one
school, but it refers to “ability of teaching”. Translator B translates
the text differently. Even though the words are not translated literally,
translator B can convey the message in the source text correctly in
the target text. Translator B translates the message of the text, not
the words. Thus, translators should consider more about the message
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rather than the words, and translators should be able to choose the
correct words that can express the message of the source text in the
target text correctly.
Task 2:
Please translate the following texts into English. Every group

should translate one of the texts below. After that, every group will
present the translation product and get some suggestions from other
groups in the class. Please pay attention to the use of specific terms
and word choice. After discussing the translation product, please
summarize the result of your discussion and post it on online social
media, such as; Facebook and Instagram.
1. Fristy Havira, 2017 (Pengaruh Faktor Pertumbuhan

Ekonomi, Tenaga Kerja, dan Upah Minimum Regional
terhadap Kesenjangan Ekonomi di Provinsi Lampung)
Latar Belakang Masalah
Pembangunan ekonomi pada umumnya didefinisikan sebagai

suatu proses yang menyebabkan pendapatan per kapita
penduduk suatu wilayah meningkat dalam jangka panjang.
Pembangunan ekonomi juga didefinisikan sebagai proses yang
dapat menciptakan pendapatan riil perkapita sebuah negara
meningkat untuk periode jangka panjang dengan syarat, jumlah
orang hidup di bawah garis kemiskinan mutlak tidak naik, dan
didistribusikan pendapatan tidak semakin timpang. Ketimpangan,
pemerataan, dan infrastruktur sebenarnya telah dikenal cukup
lama di Indonesia, misalnya hal tersebut melatar belakangi program
padat karya, sebagai pembangunan infrastruktur, seperti dalam
program perbaikan kampong, perbaikan jalan, pos kampling,
sungai, irigasi, listrik, telepon, pelayanan kesehatan, pendidikan
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dan lain-lain. Bank Indonesia mengemukakan bahwa kesenjangan

pendapatan penduduk miskin semakin berkurang dengan
menurunnya Indeks kedalaman dan keparahan kemiskinan.
Pada tahun 2010, indeks ini menunjukkan angka 2,21 dan pada
tahun 2011 sebesar 2,05. Aspek kesenjangan ekonomi dan
indikator ekonomi untuk mengukur tingkat kesenjangan ekonomi
antara lain dengan melihat Indeks Gini (Gini Ratio). Indeks Gini
Indonesia tercatat mengalami peningkatan. Berdasarkan data,
indeks Gini Indonesia terus meningkat dari tahun ke tahun. Jika
pada tahun 2005 besarnya indeks Gini adalah 0,32 maka pada
tahun 2008 meningkat menjadi 0,35, dan kembali meningkat
menjadi 0,41 pada tahun 2011. Ketimpangan pembangunan
antar daerah dengan pusat antar daerah satu dengan daerah
lain merupakan suatu hal yang wajar, karena adanya perbedaan
dalam sumber daya dan awal pelaksanaan pembangunan antar
daerah. Ketimpangan yang paling lazim dibicarakan adalah
ketimpangan ekonomi.
Ketimpangan ekonomi sering digunakan sebagai indikator

perbedaan pendapatan per kapita rata-rata, antar kelompok
tingkat pendapatan, antar kelompok lapangan kerja, dan antar
wilayah. Pembangunan ekonomi daerah adalah suatu proses
dimana pemerintah daerah dan seluruh komponen masyarakat
mengelola berbagai sumber daya yang ada dan membentuk suatu
pola kemitraaan untuk menciptakan suatu lapangan pekerjaan
baru dan merangsang perkembangan kegiatan ekonomi dalam
daerah tersebut, menetapkan upah yang dapat memenuhi
kebutuhan masyarakat dan meningkatkan pertumbuhan ekonomi
untuk mengurangi ketimpangan/kesenjangan yang ada. Indikator
pertumbuhan ekonomi adalah Produk Domestik Regional Bruto
(PDRB).
20
PDRB menunjukkan tingkat pertumbuhan ekonomi yang

meningkat atau menurun. Keberhasilan pertumbuhan ekonomi
menunjukkan adanya kenaikan dalam stándar pendapatan dan
tingkat output produksi yang dihasilkan. Perekonomian suatu
daerah yang tumbuh dengan tinggi akan memperbesar daya
serap tenaga kerja serta mampu digunakan untuk mengurangi
jumlah penganguran yang ada. Banyak atau sedikit jumlah
tenaga kerja yang ada akan berpengaruh terhadap besar kecilnya
angka ketimpangan perekonomian di suatu daerah. Semakin
banyak jumlah orang yang bekerja di suatu wilayah, maka akan
menyebabkan pemanfaatan sumber daya manusia yang tinggi
dan semakin optimal.
Berdasarkan hal yang telah dipaparkan tersebut, peneliti

bermaksud untuk melakukan penelitian untuk mengetahui
pengaruh PDRB, Tenaga Kerja dan Upah minimum Provinsi
terhadap kesenjangan ekonomi, maka peneliti mengambil judul
“Pengaruh Faktor Pertumbuhan Ekonomi, Tenaga Kerja dan Upah
Minimum Regional (UMR) Terhadap Kesenjangan Ekonomi di
Provinsi Lampung.
2. Sanur Mutsanna Al Haris, 2017 (Manajemen Keuangan

Pondok Pesantren [Studi Mengenai Sistem Pengelolaan
Keuangan di Pondok Pesantren Entrepreneur Ad Dhuha
Bantul DIY])
Pondok Pesantren pada hakikatnya adalah sebuah lembaga

pendidikan keagamaan yang memerankan fungsi sebagai
institusi sosial. Sebagai institusi sosial, maka pesantren memiliki
dan menjadi pedoman etika dan moralitas masyarakat, karena
pesantren adalah institusi yang melegitimasi berbagai moralitas
21
yang seharusnya ada di dalam masyarakat. Institusi sosial

sesungguhnya ada karena kebutuhan masyarakat. Fungsi
pesantren sebagai institusi sosial antara lain menjadi sumber
nilai dan moralitas, menjadi sumber pendalaman nilai dan
ajaran keagamaan, menjadi pengendali filter bagi perkembangan
moralitas dan kehidupan spiritual, menjadi perantara berbagai
kepentingan yang timbul dan berkembang di masyarakat dan
menjadi sumber praksis dalam kehidupan. Figur Kyai dan Ulama
tidak bisa lepas dalam pondok pesantren. Sebab kepemimpinan
Kyai-Ulama –Santri dibangun atas landasan kepercayaan, bukan
karena patron klien sebagaimana masyarakat umumnya.
Karena itulah salah daya tarik sebuah Pondok Pesantren antara

lain ditentukan oleh figur dan kharisma sang Kiai atau pengasuh
sehingga untuk menambah pendapatan dan pembiayaan operasional
atas keberlangsungan Pondok Pesantren. Pembiayaan operasional
dalam pondok pesantren perlu dikelola dengan sebaik-baiknya.
Pengelolaan pembiayaan dikenal dengan manajemen keuangan.
Technical terms 38
Tidak saja terkait sumber dana yang mampu mencukupi ke-

butuhan operasional pondok, baik dari donatur maupun sumber
yang lain. Keuangan pondok perlu dikelola sebaik-baiknya, agar
dana-dana yang ada dapat dimanfaatkan secara optimal untuk
menunjang tercapainya visi dan tujuan pondok.
Manajemen pembiayaan operasional merupakan salah satu

sumber daya yang secara langsung menunjang efektifitas dan
efisiensi pengelolaan Pondok Pesantren Enterpreneur Ad-Dhuha
Bantul DIY dalam hal merencanakan, mengorganisasikan,
mengarahkan dan mengevaluasi serta mempertanggungjawabkan
pengelolaan dana secara transparan kepada masyarakat dan
pemerintah. Pondok Pesantren Enterpreneur Ad Dhuha Bantul
22
DIY merupakan salah satu pondok pesantren yang memiliki

keunggulan dalam pengelolaan keuangannya, yaitu Bapak Kiai
Muhtarom mampu membuat suatu sistem pengelolaan keuangan
pondok pesantren yang sistematis yang berbeda dengan sistem
keuangan pondok pesantren pada umumnya.
Dari paparan di atas, peneliti merasa tertarik untuk mengangkat

judul “Manajemen Keuangan Pesantren (Studi Mengenai Sistem
Pengelolaan Keuangan di Pondok Pesantren Enterpreneur
Ad-Dhuha Bantul DIY” untuk mengetahui dan mempelajari
bagaimana sistem pengelolaan keuangan Pondok Pesantren
Enterpreneur Ad-Dhuha Bantul DIY. Penelitian ini diharapkan
dapat menambah khasanah keilmuan tentang manajemen
keuangan pondok pesantren sebagai sumbangan pemikiran bagi
pengembangan akademik Jurusan Manajemen Dakwah UIN
Sunan Kalijaga Yogyakarta. Penelitian ini dapat menjadi bahan
masukan bagi organisasi atau lembaga sosial kemasyarakatan
baik formal maupun non formal khususnya dalam bidang
keuangan Pondok Pesantren Enterpreneur Ad-Dhuha Bantul DIY.
3. Deri Dian Permaisari, 2017 (Eksperimentasi Media Flash

Card dalam Pembelajaran Mufradat Bahasa Arab Siswa
Kelas IV SDIT Jabal Nur Gamping Sleman)
Bahasa mempunyai berbagai aspek kajian yang akan selalu

menarik dibahas. Berkaitan dengan sejarah, penggunaan dan
pembelajarannya serta lainnya. Kajian bahasa telah melahirkan
berbagai disiplin ilmu yang membahasnya. Salah satu bahasa
yang menjadi bahasa internasional dan bahkan menjadi bahasa
agama dan ajaran yaitu bahasa Arab. Bahasa Arab dikatakan
bahasa agama karena bahasa Arab merupakan bahasa Al-Qur’an,
23
dan mempunyai fungsi sebagai pedoman utama umat muslim.

Bahasa Arab juga merupakan salah satu bahasa resmi pergaulan
internasional. Maka berdasarkan hal tersebut mempelajari
bahasa Arab merupakan salah satu syarat bergaul di dunia
Internasional.
Mempelajari bahasa Arab yang merupakan bukan bahasa

Ibu menjadi dinamika dalam pembelajaran dan pembahasan
tersendiri. Seperti diketahui bahasa Arab mempunyai banyak
sekali cabang keilmuan yang menyertainya. Ragam keilmuan
bahasa Arab yaitu nahwu, sarf, Balagah, mantiq, adab dan
lain sebagainya. Cabang-cabang keilmuan tersbut merupakan
komponen utama dalam mempelajari bahasa Arab secara
komperhensif. Sebagaimana sifat bahasa secara pokok, bahasa
Arab mempunyai kompetensi atau keterampilan-keterampilan
berbahasa yang sama dengan bahasa lainnya. Keterampilan ber-
bahasa menjadi patokan seseorang dalam penguasaan berbahasa.
Pembelajaran kemahiran berbahasa sangat tergantung dengan
metode, strategi, materi dan metode yang digunakan oleh seorang
pengajar atau guru. Aspek-aspek pembelajaran tersebut satu
sama lain terkait dan tidak boleh ada yang termajinalkan. Akan
tetapi melihat realita yang ada, serinkali guru tidak melakukan
elaborasi dalam metode dan media yang digunakan dalam
mengajar. Hal ini berakibat terhadap peningkatan kemampuan
siswa yang terhambat.
Seorang guru seringkali hanya menggunakan metode yang

monoton, sehinga terjadi kejenuhan dalam proses pembelajaran.
Penggunaan media pembelajaran-pun cenderung masih sangat
minim. Padahal penggunaan media sangat membantu dalam
prestassi siswa. Maka seharusnya ada terobosan dalam penggunaan
media supanya terjadi peningkatan prestasi pembelajaran bahasa
24
Arab. Penggunaan media pembelajaran mempunyai arti penting

dalam proses pembelajaran. Sebuah media dapat mewakili
kekurangan guru dalam proses pembelajaran. Sebuah media
dapat mewakili kekurangan guru dalam proses pembelajaran.
Media menjadikan konkret sebuah mata pelajaran yang
cenderung abstrak, dengan demikian peserta didik akan lebih
mudah memahami materi dengan bantuan media.
Kedudukan media dalam proses pembelajaran merupakan sebagai

upaya mempertinggi proses interaksi siswa dengan lingkungan
belajarnya. Melalui penggunaan media diharapkan mempertinggi
kualitas hasil belajar maupun prestasi siswa. Berkaitan dengan
media Flash Card, ada sebuah penelitian bahwa penggunaan
media visual (gambar) akan meningkatkan pengalaman belajar
siswa. Siswa bukan hanya memperoleh keterangan kata-kata
maupun mufradat siswa. Siswa bukan hanya memperoleh
keterangan kata-kata maupun mufradat secara mentah, akan
tetapi juga memperoleh pengelaman gambar secara konkret.
Berdasarkan uraian di atas, penulis tertarik untuk mengadakan

penelitian berupa penelitian lapangan yaitu implementasi media
flash card dalam pembelajaran bahasa Arab untuk peningkatan
prestasi belajar bahasa Arab siswa kelas IB SD IT Jabal Nur.
Ketertarikan penulis berdasar pada keadaan lapangan di SD IT
Jabal Nur, yang pembelajaran bahasa Arab di SD tersebut belum
mengunakan media flash card. Fokus penelitian tertuju pada
kelas IV SD IT Jabal Nur dengan alasan bahwa pembelajaran pada
tingkatan dini akan lebih maksimal jika disertasi dengan media
yang inovatif dan menyenangkan. Oleh karena hal tersebut maka
dirasa tepat peneliti menerapkan media flash card di kelas IV SD
IT Jabal Nur.
Good Luck!
25
Chapter III
Translation Methods Proposed by
Newmark
T ranslation method is used by translators in revealing the

overall meaning of the source language in the target language
(Syihabuddin, 2005: 68). Translation method refers to a particular
translation process that is carried out in terms of the translator’s
objective, i.e. a global option that affects the whole text (Molina
and Albir, 2002). Translation method affects the way micro-units of
the text are translation: translation techniques. Newmark (1988)
proposed eight translation methods. Some methods focus on the
source text, and the others focus on the target text. Translation
methods which focus on source language are word for word
translation, literal translation, faithful translation, and semantic
translation. Meanwhile, the translation methods which focus on
the target language are adaptation, free translation, idiomatic
translation, and communicative translation.
A. Word for word translation

Word-for-word translation is the preservation of word order,
or individual word translation including cultural words. The source
language word order is preserved and the words translated singly by
26
their most common meanings, out of context.
This is often demonstrated as interlinear translation, with the

target language immediately below the source language words, and it
is non-grammatical. The words are translated by their most common
meanings, out of context. It is used to get general information about
source language, and it is also used as the pre-translation process
of difficult text in order to gain sense of meaning. In the following
examples, it can be seen that translator tries to be oriented to the
source language (following the source language grammatical structure):
This is my friend Emma. She Ini saya teman Emma. Dia

is thinking about applying to berfikir tentang mendaftar
this college. She has a few ke ini kampus. Dia punya
questions. Would you mind pertanyaan. Maukah Anda
telling us about the process, berfikir memberitahu kami
please? tentang proses, tolong?
Look, little guy, you-all Lihat, kecil anak, kamu semua

should not be doing that harus tidak melakukan ini
I like that clever student Saya menyukai itu pintar

anak
I will go to New York tomor- Saya akan pergi ke New York

row besok
Joanne gave me two tickets Joanne memberi saya dua

yesterday tiket kemarin
27
B. Literal translation
Literal translation is the translation which the grammatical
structures are converted into the nearest equivalent of the target
language. The source language grammatical structures are converted
to their nearest equivalent in the target language, but words are still
translated singly, out of context. It is used for pre-translation process
to identify problems. For examples:

He is blue Dia biru
Look, little guy, you- Lihat, anak kecil, kamu semua
all should not be do- seharusnya tidak berbuat seperti
ing that. itu.
It is raining cats and Hujan kucing dan anjing
dogs
His heart is in the Hatinya berada di tempat yang
right place benar
The sooner or the Lebih cepat atau lebih lambat
later the weather will cuaca akan berubah
change
C. Faithful translation
Faithful translation constraints the grammatical structures of
the target text, but draws on certain contextual factors. It attempts
to produce the precise contextual meaning of the original within
the constraints of the target language grammatical structures. It
“transfers” cultural words, the words are translated in context, it is
not natural, and it preserves the degree of grammatical and lexical
“abnormality” (deviation from SL norms) in the translation. Faithful
28
translation is used for literary translation, authoritative texts and

drafts. For examples:
Ben is too well aware Ben menyadari terlalu baik

that he is naughty bahwa ia nakal
I have quite a few friends Saya mempunyai sama-

sekali tidak banyak teman
D. Semantic translation
Semantic translation emphasizes more on naturalness than
in faithful translation, and it translates certain cultural words into
neutral equivalents in the target language. It differs from faithful
translation only in as far as it must take more account of the aesthetic
value (that is, the beautiful and natural sound) of the source
language text, compromising on “meaning” where appropriate so
that assonance, word-play or repetition jars in the finished version.
Further, it may translate less important cultural words by culturally
neutral third or functional terms but not by cultural equivalents.
The distinction between “faithful” and “semantic” translation is that
the first is uncompromising and dogmatic, while the second is more
flexible, admits the creative exception to 100% fidelity and allows
for the translator’s intuitive empathy with the original.
Semantic translation is more flexible than faithful translation.

It naturalizes the text in order to achieve the aesthetic effect (may
translate cultural words with neutral or functional terms), and it has
great focus on aesthetic features of the source text (the close rendering
of metaphors, collocations, technical terms, slang, colloquialisms,
unusual syntactic structures and collocations, peculiarly used words,
29
neologism). Semantic translation is used for expressive texts, e.g.

literature. For example:
He is a book-worm Dia (laki-laki) adalah seorang yang

suka sekali membaca.
In the example above, the phrase “book-worm” is flexibly

translated in accordance with the acceptable cultural context. Even
though, this semantic translation sounds correct, it will sound better
if it is translated as “dia adalah seorang kutu buku”.
E. Communicative translation
Communicative translation produces the exact message of the
source text content and context, but it emphasizes on naturalness
and acceptability/comprehensiveness of target readers. It attempts
to render the exact contextual meaning of the original in such
a way that both content and language are readily acceptable and
comprehensible to the readership. Communicative translation is
freer than semantic translation, it gives priority to the effectiveness
of the message to be communicated. It also focuses on factors such
as readability and naturalness. Communicative translation is used
for informative texts. For example:
30
Spines If it is translated for general target readers:

Duri
If it is translated for biologists target read-
ers:
Spina (the Latin word for Spine)
Awas Anjing Galak! Beware of the dog!

(“beware of the dog” is clearly defined that
the dog is vicious. There is no need to write
“beware of the vicious dog”)
F. Idiomatic translation
Idiomatic translation uses idioms and colloquialisms that are not
present in the source text. It produces the message of the original, but
tends to distort nuances of meaning by preferring colloquialisms and
idioms where these do not exist in the original. Idiomatic translation
reproduces the “message” of the original, prefers colloquialisms and
idioms which do not exist in the original, and it aims to produce a
lively, “natural” translation.
For examples:
I can relate to that. Aku mengerti maksudnya.

You are cheery mood. Kamu kelihatan ceria.
Tell me, I am not in a cage Ayo, berilah aku semangat bahwa aku
now. orang bebas.

Excuse me? Maaf, apa maksud Anda?
31
G. Free translation
Free translation focuses on the content of the target text rather
than the form, which means that the same content is expressed
in the target text but with very different grammatical structures.
It produces the target language text without the style, form, or
content of the original. Usually it is a paraphrase much longer than
the original, a so-called “intralingual translation”. Free translation
reproduces the matter without the manner; the content without
the form of the original, and it paraphrases much larger than the
original. Free translation is used for informative translation and in-
house publication. For examples:
The flowers in the Bunga-bunga yang tumbuh di kebun

garden
How they live on what Bagaimana mereka dapat hidup dengan

he makes? penghasilannya?
Siti is growing with Siti, hatinya berbunga-bunga

happiness
Look, little guy, you- Dengar nak, mengapa kamu semua melaku-
all should not be do- kan hal-hal seperti ini. Ini tidak baik.
ing this.
H. Adaptation
Adaptation is the freest form of translation, and it is more of
a target language/culture based interpretation of the source text.
This is sometimes called document design. It is used mainly for
32
plays (comedies) and poetry; the themes, characters, plots are

usually preserved, the source language culture is converted to the
target language culture and the text is rewritten by an established
dramatist or poet. Adaptation is the freest form of translation,
preserves the theme, plots, characters only, the source language
culture is converted to the target language culture, and it is a kind
of rewriting the text in translation. Free translation is used for plays,
poems, songs, advertising and tourism. For examples:
Hey Jude, don’t make it bad Kasih, dimanakah
Take a sad song and make it Mengapa kau tinggalkan aku

better
Remember to let her into Ingat-ingatlah kau padaku

your heart
Then you can start to make Janji setiamu tak kan kulupa
it better
Task 3:
Please translate following text into English. Every group

translates the same text and later will compare the translation
product of each group. Please present the results of your translation
in the class and get some suggestions from your friends. Don’t forget
to share the copies of your translation products with your friends,
so they can compare and give you some suggestions. Please pay
attention to the correct use of specific terminologies, the word choice
and the English grammar. You may use the Features of Ms. Word that
33
you’ve learned in the previous chapter to produce more accurate

translation product.
1) Rohimatun Na’ima, 2015 (Implementasi Pendidikan

Agama Islam dalam Meningkatkan Budaya Religius
Santri di Pesantren Rakyat Al-Amin Sumber Pucung
Malang)
Pembahasan
Setelah peneliti mengumpulkan data dari hasil penelitian

yang diperoleh dari hasil wawancara/interview, observasi dan
dokumentasi maka selanjutnya peneliti akan melakukan analisis
data untuk menjelaskan lebih lanjut dari penelitian. Sesuai
dengan analisis data yang dipilih oleh peneliti yaitu peneliti
menggunakan analisis deskriptif kualitatif (pemaparan) dengan
menganalisis data yang telah peneliti kumpulkan dari wawancara,
observasi dan dokumentasi selama peneliti mengadakan penelitian
dengan lembaga tersebut. Data yang diperoleh dan dipaparkan
oleh peneliti akan dianalisis oleh peneliti sesuai dengan hasil
penelitian yang mengacu pada rumusan masalah. Dibawah ini
adalah hasil dari analisis peneliti, yaitu:
A. Implementasi Pendidikan Agama Islam di Pesantren Rakyat

Al-Amin Sumberpucung Malang
Pendidikan merupakan suatu proses pembelajaran yang

dilaksanakan secara sistematis oleh pendidik kepada peserta
didik dalam hal membimbing, mengarahkan dan memajukan
pertumbuhan jasmani dan rohani peserta didik untuk menjadi
pribadi yang lebih baik (Insanul Karim). Sebagaimana yang
telah tercantum yang telah dirumuskan dalam Undang-Undang
Sistem Pendidikan Nasional pada pasal 1 UU RI Nomor 20
34
tahun 2003 yakni:
“Pendidikan adalah usaha sadar dan terencana untuk

mewujudkan suasana belajar dan proses pembelajaran agar
peserta didik secara aktif mengembangkan potensi dirinya
untuk memiliki kekuatan spiritual keagamaan, pengendalian
diri, kepribadian, kecerdasan, akhlak mulia, serta kete-
rampilan yang diperlukan dirinya, masyarakat bangsa dan
negara.”
Ki Hajar Dewantara sang tokoh pelopor pendidikan Indonesia

menyatakan bahwa pendidikan berarti daya upaya untuk
memajukan pertumbuhan nilai moral (kekuatan batin atau
karakter), fikiran (intellect) dan tumbuh anak yang satu
dan lainnya saling berhubungan agar dapat memajukan
kesempurnaan hidup, yakni kehidupan dan penghidupan
anak-anak yang kita didik selaras.
Dalam pembahasan penelitian implementasi pendidikan

agama Islam dalam meningkatkan budaya religius santri di
Pesantren Rakyat Al-Amin ini bahwa terdapat pelaksanaan
kegiatan belajar mengajar Pendidikan Agama Islam yang
baik, sistematis dan kondisional. Pasalnya di Pesantren Rakyat
Al-Amin ini penerapan pendidikan agama Islam dalam
membentuk budaya religius santri dan meningkatkan budaya
religius santri ini tidak hanya terlaksana dan terpaku dalam
kelas saja akan tetapi proses pembelajarannya sinergi dengan
lingkungan alam dan sosial.
B. Faktor Pendukung dan Faktor Penghambat Penerapan Pen-

didikan Agama Islam dalam Membentuk Budaya Religius Santri
Dalam pengembangan implementasi pendidikan agama Islam

dalam meningkatkan budaya religius santri di Pesantren
35
Rakyat Al-Amin tentunya terdapat faktor pendukung dan

penghambat terlaksananya proses budaya religius santri di
antaranya:
Faktor pendukung adalah semangat, dorongan motivasi

diri dalam diri itu yang berperan penting dalam perjuangan
Pesantren Rakyat Al-Amin nantinya. Sedangkan untuk faktor
penghambatnya adalah lingkungan yang mana lingkungan
Pesantren Rakyat Al-Amin merupakan lingkungan abangan,
dekat pasar, stasiun serta tempat prostitusi sehingga memun-
culkan orientasi masyarakat yang kontra terhadap Pesantren
Rakyat Al-Amin, sehingga pengaruh negatifnya masih ada
yang tertular terhadap santri pendukung yaitu masyarakat
lingkungan pesantren rakyat al-amin yang masih belum
paham tentang agama Islam.
C. Upaya Pesantren Rakyat Al-Amin dalam Meningkatkan Budaya

Religius Santri
Upaya Pesantren Rakyat Al-Amin dalam meningkatkan

Budaya Religius Santri sebagai berikut:
1) Diskusi yang didalamnya terdapat siraman rohani dan

intrenalisasi nilai-nilai Islam. 2) Istiqomah dalam berbuat
hal kebaikan dan kebiasaan yang telah menjadi budaya
dan diterapkan dalam kehidupan sehari-hari.
3) Mengembangkan sifat sabar dan ikhlas
4) Berjalan melalui aturannya ala Rasulullah berdasarkan

Al-Quran dan Al hadits. Menjadikan Al-Qur’an dan Al-
Hadits sebagai pedoman hidup dan menerapkannya dalam
kehidupan sehari-hari tentunya sesuai dengan norma dan
nilai-nilai yang ada di masyarakat.
5) Membuktikan bahwa datangnya pesantren rakyat al-amin
36
ini akan membawa kebaikan untuk semuanya
6)
Kiat membentuk tema-tema khusus melalui majelis
ta’lim dan istighasah Merekam dan menangkis informasi-
informasi yang akan merugikan masyarakat. Jadi, Pesantren
Rakyat Al-Amin ini intinya mengajak untuk ibadah, jika
sudah berhasil mengajak ibadah (yang dimaksud ini
adalah shalat 5 waktu) maka otomatis santri-santri di
pesantren rakyat ini akan tetap menerapkan pendidikan
agama Islam dalam meningkatkan budaya religius, karena
apa dalam Pendidikan Agama Islam di dalamnya sudah
termasuk ajaran yang dari al-Qur’an dan hadits.”
Dari pembahasan di atas dapat ditarik kesimpulan bahwa

proses implementasi pendidikan agama Islam dalam
meningkatkan budaya Religius tidaklah luput dari peran
guru Pendidikan Agama Islam yaitu yang meliputi ustadzah-
ustadzah yang begitu dominan, dimana Pendidikan Agama
Islam tidak hanya dalam rangka mempersiapkan peserta
didik untuk meyakini, memahami, dan mengamalkan ajaran
agama Islam melalui kegiatan bimbingan, pengajaran atau
pelatihan yang telah ditentukan untuk mencapai tujuan
yang telah ditetapkan, tetapi Pendidikan Agama Islam juga
menuntut guru dalam memberi suri tauladan dan semangat.
Hal ini berarti bahwa guru akan merubah perilaku santri

yang tadinya baik menjadi pribadi yang lebih baik lagi untuk
kedepannya, karena peran guru tidak hanya memberikan
pengetahuan akan tetapi juga menanamkan budi pekerti
pada peserta didik, sehingga beberapa faktor pendukung dan
penghambat di atas nantinya dapat dievaluasi.
Good luck!
37
Chapter IV
Translation Techniques Proposed
by Molina and Albir
M olina and Albir define translation techniques as procedures

to analyze and classify how translation equivalence works.
Translation techniques have five basic characteristics:
• They affect the result of the translation

• They are classified by comparison with the original
• They affect micro-units of text
• They are by nature discursive and contextual
• They are functional
Following are the translation techniques proposed by Molina

and Albir (2002):
A. Adaptation
It aims to replace a ST cultural element with one from the target
culture. For examples:

Dear Sir Yang terhormat
Sincerely yours Hormat saya
Her skin is as white as snow Kulitnya seputih kapas
38
B. Amplification
It aims to introduce details that are not formulated in the ST.
For example; to add “the Muslim month of fasting” to the noun
“Ramadhan”. For examples:
Employees of all in- Karyawan-karyawan dari semua

dustries took part in cabang industri mengambil bagian
the conference dalam konferensi tersebut.
In the example above, it can be seen that the word “cabang” is

added in the target text.
C. Borrowing
It aims to take a word or expression straight from another
language. It can be pure (without any change) or it can be naturalized
(to fit the spelling rules in the TL). For examples:
Mall Mall
Sandal Sandal
Goal gol
Lobby Lobby
Football Futbal
Computer komputer
Flashdisk Flashdisk
Television Televise
39
D. Calque
It is the literal translation of a foreign word or phrase; it can be
lexical or structural. For examples:
Weekend Akhir pecan
Secretariat general Sekretaris jendral
Directorate general Direktorat jendral
Formal education Pendidikan formal
E. Compensation
It aims to introduce a ST element of information or stylistic
effect in another place in the TT because it cannot be reflected in the
same place as in the ST. For examples:
Never did she visit Wanita itu benar-benar tega

her aunt tidak menemui bibinya
Enter, stranger, but Masuklah orang asing teta-

take heed. Of what pi berhati-hatilah. Terhadap
awaits the sin of the dosa yang ditanggung orang
greed. serakah.
I was looking for Saya mencari Anda yang

you your highness mulia
40
F. Description
It aims to replace a term or expression with a description of its
form or/and function. For examples:
Panettone Kue tradisional Italia yang dimakan

pada saat tahun baru
G. Discursive creation
It aims to establish a temporary equivalence that is totally
unpredictable out of context. For examples:
Si Malinkundang A betrayed son si Malinkundang
H. Established equivalence
It aims to use a term or expression recognized (by dictionaries
or language in use) as an equivalent and literal translation. For
examples:
Cara ini sangkil dan Cara ini efisien dan efektif

mangkus
They are as like as two Mereka seperti pinang di-

peas belah dua
41
I. Generalization
It aims to use a more general or neutral term. For examples:
Penthouse Tempat tingal
Becak Vehicle
J. Linguistic amplification
It aims to add linguistic elements. This is often used in
consecutive interpreting and dubbing. For examples:
A: Max, your phone is Max: Biar saya saja yang

ringing. mengangkat telepon!
Max: I get it!
K. Linguistic compression
It aims to synthesize linguistic elements in the TT. This is often
used in simultaneous interpreting and in sub-titling. For examples:
You must find out! Carilah!
L. Literal translation
It aims to translate a word or an expression word for word. For
examples:
42
I will ring you Saya akan menelpon Anda
M. Modulation
It aims to change the point of view, focus or cognitive category
in relation to the ST; it can be lexical or structural. For examples:
You are going to have a Anda akan menjadi seorang

child Bapak.
I cut my finger Jariku tersayat
N. Particularization
It aims to use a more precise or concrete term. For examples:
Air transportation Helicopter
O. Reduction
It aims to suppress a ST information item in the TT. For examples:
The month of fasting Ramadhan
P. Substitution
It aims to change the linguistic elements for paralinguistic
43
elements (intonation, gestures) or vice versa, e.g. to translate the

Arab gesture of putting your hand on your heart as “Thank you”. It
is used above all in interpreting. For examples:
He shakes his head Dia tidak setuju
Q. Transposition
It aims to change the grammatical category. For examples:
You must get the money Uang itu harus kamu dapatkan
Musical instrument Alat musik
A pair of trousers Sebuah celana
A pair of glasses Sebuah kaca mata
Beautiful woman Wanita cantic
Medical student Mahasiswa kedokteran
R. Variation
It aims to change the linguistic or paralinguistic elements
(intonation, gestures) that affect aspects of linguistic variation:
changes of textual tone, style, social dialect, geographical dialect,
etc., e.g., to introduce or change dialectal indicators for characters
when translating for the theater, changes in tone when adapting
novels for children, etc.
44
Task 4:
Please translate the following abstracts into English. Every group

should translate one of the following abstracts. After that, every group
will present the translation product and get some suggestions from
other groups. Please pay attention to the use of specific terminologies
and word choice. After discussing the translation product of each
group, please summarize the result of your discussion and post it on
online social media, such as; Facebook and Instagram.
1. Agustina Putri, 2017 (Peran Ulama Dayah Aceh Jabal

Rahmah dalam Mengantisipasi Perubahan Sosial
Keagamaan di Kecamatan Tapak Tuan Kabupaten Aceh
Selatan)
Penelitian ini bertujuan untuk mengetahui aktivitas Ulama Dayah

Aceh Jabal Rahmah menganmtisipasi perubahan sosial keagamaan
di masyarakat Tapak Tuan Kabupaten Aceh Selatan, mengetahui
faktor yang mempengaruhi perubahan sosial keagamaan pada
masyarakat Tapak Tuan Kabupaten Aceh Selatan dan untuk
mengetahuihambatan bagi Ulama Dayah Aceh Jabal Rahmah
dalam mengantisipasi perubahan sosial keagamaan di Tapak
Tuan kabupaten Aceh Selatan. Penelitian ini merupakan penelitin
lapangan (Field Reseach) dengan menggunakan pendekatan
sosial (Social Approuch) sedangkan datanya diuraikan dengan
metode kualilatif deskriptif. Pengumpulan data dalam penelitian
ini dilakukan dengan wawancara dan studi pustaka. Informan
dalam penelitian ini adalah ulama Dayah Aceh Jabal Rahmah
Tapak Tuan. Hasil penelitian ini menunjukkan bahwa peran ulama
Dayah Aceh Jabal Rahmah dalam mengawal perubahan sosial
keagamaan di masayarakat Tapak Kabupaten Aceh Selatan sangat
besar. peran tersebut diaplikasikan dalam berbagai aktifitasdalam
45
bidang keagmaan dengan melaksanakan ceramah dan bimbingan

agama melalui pengajian-pengajian yang telah terjadwal, bidang
pendidikan, bidang sosial dan bidang ekonomi. Faktor yang
memepngaruhi perubahan sosial keagamaan di masayarakat
Tapak Tuan kabupaten Aceh Selatan antara lain. Pertama
kemajuan tekonolgi dan ilmu pengetahuan. Kedua masuknya
budaya Barat ke wilayah Tapak tuan. Ketiga pemberontakan
Gerakan Aceh Merdeka (GAM). Kempat perubahan kondisi sosial
dan politik bangsa. Beberapa faktor yang menjadi hambatan bagi
ulama Dayah Jabal Rahmah dalam mengantisipasi perubahan
sosial keagamaan Perubahan kondisi. Pertama, perubahan kondisi
sosial masyarakat. Kedua lemahnya SDM yang dimiliki oleh
sebagian masayarakat dan dayah. Ketiga kemajuan teknologi dan
masuknya budaya Asing ke wilayah Tapak Tuan. Keempat sifat
ego, enggan dan ketidak pedulian masayarakat dalam meneladani
ulama dayah. Kurangnya dukungan pemerintah dan LSMdalam
pengembalian peran ulama sebagai pewaris nabi ditengah-tengah
masyarakat.
2. Wirda Yanti, 2017 (Keberadaan Tempat Pembuangan

Akhir terhadap Pengembangan Ekonomi Komunitas
Pemulung)
Skripsi ini berjudul “Keberadaan Tempat Pembuangan Akhir

Gampong Jawa Terhadap Pengembangan Ekonomi Komunitas
Pemulung (Studi di Gampong Jawa Kecamatan Kuta Raja Kota Banda
Aceh)”. Adapun pembahasan skripsi ini ditujukan untuk mengupas
beberapa permasalahan pokok yaitu: Pertama, bagaimana kondisi
perekonomian komunitas pemulung di Gampong Jawa. Kedua,
bagaimana pemulung memanfaatkan TPA Gampong Jawa dalam
pengembangan ekonomi mereka. Dan yang menjadi tujuan dari
46
penelitian ini adalah untuk mencari jawaban dari persoalan

pokok yaitu untuk mengetahui bagaimana kondisi perekonomian
komunitas pemulung di Gampong Jawa, dan untuk mengetahui
pengembangan ekonomi mereka. Untuk menjawab pertanyaan
tersebut, maka penulis menggunakan metode penelitian lapangan
(Field Research) yang bersifat kualitatif deskriptif. Penelitian ini
menggunakan sampel yang bertujuan(purposive sampling) yang
informannya ditetapkan berdasarkan kriteria tertentu. Teknik
pengumpulan data dilakukan dengan cara wawancara, observasi,
dan dokumentasi. Hasil penelitian ini menunjukan bahwa kondisi
perekonomian masyarakat pemulung sudah membaik tetapi
kebanyakan diantara mereka tidak tahu cara memanfaatkan
penghasilannya secara baik agar mereka bisa memperbaiki
kehidupan dan penghasilannya. Mereka tidak mengerti bagaimana
cara memanfaatkan uang tersebut sebagai modal usaha lain karena
mereka tidak tahu usaha apa yang bisa mereka lakukan. Pemulung
memanfaatkan TempatPembungan Akhir sebagai lahan tempat
mata pencaharian mereka dalam mempertahankan ekonomi
keluarga, dengan cara mereka memilih atau mengutip sampah-
sampah yang bisa di daur ulang untuk mereka jual dan sampah
yang tidak bisa di daur ulang mereka peram untuk di jadikan
pupuk lalu mereka jual kepada petani.
3. Ulfa Nurul Fadhilah, 2013 (Respon Mahasiswa Komunikasi

dan Penyiaran Islam UIN Syarif Hidayatullah Jakarta
terhadap Program Dakwah Hikayat di Indosiar)

Pemulung (Studi di Gampong Jawa Kecamatan Kuta Raja Kota Banda
47
Aceh)”. Adapun pembahasan skripsi ini ditujukan untuk mengupas

beberapa permasalahan pokok yaitu: Pertama, bagaimana kondisi
perekonomian komunitas pemulung di Gampong Jawa. Kedua,
pengembangan ekonomi mereka. Dan yang menjadi tujuan dari
penelitian ini adalah untuk mencari jawaban dari persoalan
pokok yaitu untuk mengetahui bagaimana kondisi perekonomian
komunitas pemulung di Gampong Jawa, dan untuk mengetahui
pengembangan ekonomi mereka. Untuk menjawab pertanyaan
tersebut, maka penulis menggunakan metode penelitian lapangan
(Field Research) yang bersifat kualitatif deskriptif. Penelitian ini
menggunakan sampel yang bertujuan (purposive sampling) yang
informannya ditetapkan berdasarkan kriteria tertentu. Teknik
pengumpulan data dilakukan dengan cara wawancara, observasi,
dan dokumentasi. Hasil penelitian ini menunjukan bahwa kondisi
perekonomian masyarakat pemulung sudah membaik tetapi
kebanyakan diantara mereka tidak tahu cara memanfaatkan
penghasilannya secara baik agar mereka bisa memperbaiki
kehidupan dan penghasilannya. Mereka tidak mengerti bagaimana
cara memanfaatkan uang tersebut sebagai modal usaha lain
karena mereka tidak tahu usaha apa yang bisa mereka lakukan.
Pemulung memanfaatkan Tempat Pembungan Akhir sebagai
lahan tempat mata pencaharian mereka dalam mempertahankan
ekonomi keluarga, dengan cara mereka memilih atau mengutip
sampah-sampah yang bisa di daur ulang untuk mereka jual dan
sampah yang tidak bisa di daur ulang mereka peram untuk di
jadikan pupuk lalu mereka jual kepada petani.
48
4. Tia Fitriyani, 2015 (Optimalisasi Kinerja Unit Asuransi

Syariah Menghadapi Kebijakan Spin Off)

Pemulung (Studi di Gampong Jawa Kecamatan Kuta Raja
Kota Banda Aceh)”. Adapun pembahasan skripsi ini ditujukan
untuk mengupas beberapa permasalahan pokok yaitu: Pertama,
bagaimana kondisi perekonomian komunitas pemulung di Gampong
Jawa. Kedua, bagaimana pemulung memanfaatkan TPA Gampong
Jawa dalam pengembangan ekonomi mereka. Dan yang menjadi
tujuan dari penelitian ini adalah untuk mencari jawaban dari
persoalan pokok yaitu untuk mengetahui bagaimana kondisi
perekonomian komunitas pemulung di Gampong Jawa, dan
untuk mengetahui bagaimana pemulung memanfaatkan TPA
Gampong Jawa dalam pengembangan ekonomi mereka. Untuk
menjawab pertanyaan tersebut, maka penulis menggunakan
metode penelitian lapangan (Field Research) yang bersifat kualitatif
deskriptif. Penelitian ini menggunakan sampel yang bertujuan
(purposive sampling) yang informannya ditetapkan berdasarkan
kriteria tertentu. Teknik pengumpulan data dilakukan dengan
cara wawancara, observasi, dan dokumentasi. Hasil penelitian ini
menunjukan bahwa kondisi perekonomian masyarakat pemulung
sudah membaik tetapi kebanyakan diantara mereka tidak tahu
cara memanfaatkan penghasilannya secara baik agar mereka
bisa memperbaiki kehidupan dan penghasilannya. Mereka tidak
mengerti bagaimana cara memanfaatkan uang tersebut sebagai
modal usaha lain karena mereka tidak tahu usaha apa yang bisa
mereka lakukan. Pemulung memanfaatkan Tempat Pembungan
Akhir sebagai lahan tempat mata pencaharian mereka dalam
mempertahankan ekonomi keluarga, dengan cara mereka memilih
atau mengutip sampah-sampah yang bisa di daur ulang untuk
49
mereka jual dan sampah yang tidak bisa di daur ulang mereka
peram untuk di jadikan pupuk lalu mereka jual kepada petani.
5. Hawla Rizkiyah, 2017 (Bimbingan dan Konseling Islam

Perspektif Dakwah Menurut Samsul Munir Amin)

Pemulung (Studi di Gampong Jawa Kecamatan Kuta Raja
Kota Banda Aceh)”. Adapun pembahasan skripsi ini ditujukan
untuk mengupas beberapa permasalahan pokok yaitu: Pertama,
bagaimana kondisi perekonomian komunitas pemulung di Gampong
Jawa. Kedua, bagaimana pemulung memanfaatkan TPA Gampong
Jawa dalam pengembangan ekonomi mereka. Dan yang menjadi
tujuan dari penelitian ini adalah untuk mencari jawaban dari
persoalan pokok yaitu untuk mengetahui bagaimana kondisi
perekonomian komunitas pemulung di Gampong Jawa, dan
untuk mengetahui bagaimana pemulung memanfaatkan TPA
Gampong Jawa dalam pengembangan ekonomi mereka. Untuk
menjawab pertanyaan tersebut, maka penulis menggunakan metode
penelitian lapangan (Field Research) yang bersifat kualitatif
deskriptif. Penelitian ini menggunakan sampel yang bertujuan
(purposive sampling) yang informannya ditetapkan berdasarkan
kriteria tertentu. Teknik pengumpulan data dilakukan dengan
cara wawancara, observasi, dan dokumentasi. Hasil penelitian ini
menunjukan bahwa kondisi perekonomian masyarakat pemulung
sudah membaik tetapi kebanyakan diantara mereka tidak tahu
cara memanfaatkan penghasilannya secara baik agar mereka
bisa memperbaiki kehidupan dan penghasilannya. Mereka tidak
mengerti bagaimana cara memanfaatkan uang tersebut sebagai
modal usaha lain karena mereka tidak tahu usaha apa yang bisa
50
mereka lakukan. Pemulung memanfaatkan Tempat Pembungan

Akhir sebagai lahan tempat mata pencaharian mereka dalam
mempertahankan ekonomi keluarga, dengan cara mereka memilih
atau mengutip sampah-sampah yang bisa di daur ulang untuk
mereka jual dan sampah yang tidak bisa di daur ulang mereka
peram untuk di jadikan pupuk lalu mereka jual kepada petani.
Good Luck!
51
Chapter V
Revising translation product
I t is necessary to check your translation before it is read by the target

readers. The translation product is revised so that the linguistic
and textual rules can be achieved. Mossop (2007) mentions several
things to revise:
• Typographical errors: sometimes the headings are bolded,

and sometimes they are italicized.
• There are unidiomatic word combinations.
• You often have to read a sentence twice to get the point.
• You often come across a word like “it” or “they” and you cannot
tell what it refers to.
• The text contains many words which readers cannot understand.
• The text is not written in a way appropriate to the genre.

For example; it is a recipe, but it does not begin with a list of
ingredients instead it is rather vague about how to make the
dish and it is full commentary on the history of the dish and
chefs who are famous for making it.
• If the text is narrative, it is hard to follow the sequence of

the events. If the text is an argument, it is hard to follow the
steps.
52
• There are passages which contradict each other.
Following are some strategies that will help the translator revise
their translator products:
A. Activating the “spelling and grammar checks”

The Spellcheck function is useful because it catches the typographical
errors which translators can easily miss. You can use this function
in your Microsoft Words. Following are the steps of enabling the
spellcheck function in Microsoft Words:
a. Click File
b. Click Option
53
c. Click the Proofing tab at the left side of the Word Options
window.
54
d. Check the box to the left of Check spelling as you type

and Mark grammar errors as you type.
e. If it does not work, then there is another setting that you

should check. Click Review.
55
f. Click the Language button in the Language section of the

ribbon, then click the Set Proofing Language option.
g. Confirm that the box to the left of “Do not check spelling and
grammar” is unchecked. It should look like the image below.
You can click OK button on this Language window.
56
B. Using “Find and Replace” option

You may want to revise a text with too many words that should
be changed, for example; to correct the spelling for a name. Rather
than changing the word one by one manually, you can change a
particular word automatically. The “find and replace” option will
give you the possibility to find a particular word in the text, or to
replace a particular word with another word in the text. Following
are some steps to find a particular word in the text:
a. From the Home tab, click Find command. Alternatively, you

can press Ctrl+F.
b. Type the word you want to find in the field at the top of the
navigation panel.
57
c. If the text is found in the document, it will be highlighted

in yellow and a preview of the results will appear in the
navigation panel. Alternatively, you can click one of the
results below the narrow to jump to it.
Following are some steps to replace a particular word in the

text:
58
a. From the Home tab, click the Replace command. Alternatively,

you can press Ctrl+H on your keyboard.
b. Type the word you want to replace in the Replace with: field.
Then click, Find next.
c. Word will find the first instance of the text and highlight it in
gray.
d. Review the text to make sure you want to replace it. In the
example, the text is part of the title of the paper and does not
need to be replaced. Click Find Next again to jump to the next
instance.
59
e. If you want to replace it, you can click Replace to change

individual instances of the text. Alternatively, you can click
Replace All to replace every instances of the text throughout
the document.
C. Inserting Comments
You can write a comment to the translators by using the
Comment feature in the Insert Menu. The comment will be displayed
in a bubble when the cursor moves over the word where the comment
was inserted. Following are some steps to insert comments in Ms.
Word:
a. Double-click a Word document you wish to change. Doing so

will open the document in Ms. Word.
b. Click and drag your cursor across some text. This will
highlight the text. You will want to highlight everything on
which you wish to leave a comment (e.g. an entire sentence
or paragraph).
c. Click New Comment. It is at the bottom of the right-click

menu.
60
d. Click New Comment. Type your comment. It will appear on

the right side of the Ms. Word window.
D. Comparing Two Versions of a Document

You can use Compare Documents to see the differences between
an unrevised and revised text, or the differences between a text that
has been partially self-revised and a text that has been fully self-
revised. Note that you must save each version of the text under a
different filename. Following are the steps to compare two versions
of document in Ms. Word.
a. Open Word and any document file (It can be one of the ones
you are comparing, another document entirely, or simply a
blank project). Click the “Review” tab at the top of the screen
to open the ribbon menu, then click the “Compare” button – it
will be near the right side of the menu.
61
b. Click “compare” again if another menu opens. Then, in the

new window, select your two documents; the “original” (or
earlier) document, and the “revised” (or later) document. If
you do not see either in the dropdown menu, click the folder
icon on the right to browse the document using your file
browser.
c. Under “label changes with” you can set a note to help you
keep track of which difference belongs to which document.
Here the example is “later” since it is the latest revision of the
manuscript. You can only add a tag to the revised document,
but you can switch between them with the double-arrow icon.
d. Click the “More” button to see advanced option. Note the

“show changes at” option, which shows individual changes
either one character at a time or one word at a time. Click
“ok”. Word will open up a complicated-looking selection of
panes in a single document. From left to right, you have an
itemized list of changes, a full view of the “revised” document
with red marks on the left margin indicating changes, and a
double pane showing the scroll all three of the primary panes
at once, but you can use the scroll bars on the right of each to
scroll the individual panes to each.
e. The revisions pane is the most useful here. It shows each

change, what was removed, and what was added, in order
from the top of the document to the bottom. It is a fantastic
way to see the differences in the text and formatting at a
glance. Clicking on any of the entries in the revisions pane
will instantly scroll the other panes to the relevant position.
f. Once you have used the Revision tab to find the specific
revision, you can right-click on the relevant text in the center
pane. Click “accept” or “reject” (followed by the corresponding
62
action) to keep or revert the change, respectively.
You can save this compared document as a separate file that will
not affect either of the documents you are currently viewing, just
click File-save as, and save it like any other word document. Note
that the compare feature is not available if either the document has
password protection or its changes are protected in word. You can
change this setting in the individual documents by clicking Review-
Track Changes.
Task 5:
In your group, please translate one of the following texts. After

that, present your translation product in front of the class. Remember
to share the copies of your translation products to the other groups
before you start your presentation. After that, the other groups will
give their suggestions for your group’s translation product.
1.
Elly Fatmawati, 2016 (Peningkatan Hasil Belajar
Matematika Materi Perkalian dengan Metode Pem-
belajaran Teams Game Tournament (TGT) pada Kelas
IV Madrasah Ibtidaiyah Kawengen 01 Kec. Ungaran
Timur Kab. Semarang Tahun Ajaran 2016/2017)
Pendidikan dalam sejarah peradaban manusia merupakan

salah satu komponen kehidupan yang paling urgen. Aktivitas
ini telah dimulai sejak manusia pertama ada di dunia sampai
berakhirnya kehidupan di muka bumi ini (Hamdani). Pendidikan
pada hakikatnya merupakan usaha sadar untuk pengembangan
kepribadian yang berlangsung seumur hidup baik di sekolah
63
maupun madarasah (Tohirin, ). Sehingga pendidikan sangat

diperlukan oleh setiap individu sebagai bekal untuk menghadapi
tantangan masa depan yang semakin kompleks dan penuh
dengan persaingan. Maka disinilah pendidikan berperan sebagai
penentu kualitas, daya saing dan nilai dari setiap individu. Siswa
memerlukan matematika untuk berhitung, menghitung isi dan
berat suatu benda, mengumpulkan, mengelola, menyajikan
dan menafsirkan data bahkan diperlukan siswa agar mampu
mengikutipelajaran matematika lebih lanjut. Mata pelajaran
matematika mencakup beberapa kompetensi yang menjadikan
siswa dapat memahami dan mengerti tentang konsep dasar,
karena matematika memiliki struktur dan keterkaitan yang kuat
dan jelas antar konsepnya.
Masih rendahnya kualitas hasil pembelajaran siswa dalam

matematika merupakan indikasi bahwa tujuan yang ditentukan
dalam kurikulum belum tercapai secara optimal. Bahasan yang
sering dianggap sulit oleh siswa Madrasah Ibtidaiyah adalah
perkalian. Perkalian merupakan materi yang saling berpasangan.
Materi tersebut materi esensial yang cukup lama dalam proses
penanamannya. Bahkan kalau sudah disajikan dalam bentuk
soal cerita seringkali siswa mengalami kesulitan. Oleh karena
itu, berbagai upaya untuk meningkatkan hasil belajar siswa
harus terus dilakukan.
Upaya tersebut diperlukan motivasi belajar yang tinggi,

semangat belajar yang besar dan rasa percaya diri yang tinggi.
Upaya dalam menumbuhkan semangat pada siswa khususnya
pelajaran matematika dengan memilih model pembelajaran
yang tepat sesuai materi yang akan disampaikan. Penerapan
model yang bervariasi dapat mengurangi kejenuhan pada diri
siswa dalam menerima pelajaran. Dalam proses pembelajaran
64
matematika, baik guru maupun siswa bersama-sama menjadi

pelaku terlaksananya tujuan pembelajaran. Tujuan pembelajaran
ini akan mencapai hasil yang maksimal apabila pembelajaran
berjalan secara efektif. Pembelajaran yang efektif adalah
pembelajaran yang mampu melibatkan seluruh siswa secara
aktif.
Berdasarkan hasil diskusi antara peneliti dengan guru

pengampu pelajaran matematika bahwa penyebab rendahnya
hasil belajar siswa MI Kawengen diantaranya, sebagian siswa
kurang bersungguh-sungguh dalam menerima materi pelajaran
matematika khususnya perkalian. Hal ini terlihat dari sikap
siswa ketika mengikuti kegiatan pembelajaran. Saat guru
menyampaikan materi, aktivitas siswa banyak terlihat mengobrol
dan bercanda dengan temannya. Ada juga yang terlihat bosan
dan melamun, bahkan ada yang asyik yang bermain sendiri.
Ketika siswa diberi soal latihan, kebanyakan siswa masih bingung
dalam memecahkan masalah yang diberikan kalau soal tersebut
tidak sama persis dengan contoh yang diberikan gurunya.
Diduga karena mereka belum memahami konsep yang di

ajarkan. Beberapa siswa hanya menengok kanan kiri dari
pekerjaan temannya sehingga suasana kelaspun menjadi ramai.
Hanya beberapa siswa yang mampu menyelesaikan soal dengan
cepat dan benar. Dari situasi yang demikian, peneliti merasakan
bahwa strategi pembelajaran yang digunakan kurang efektif.
Kegiatan pembelajaran matematika kelas IV MI Kawengen masih
berpusat pada guru. Siswa masih bersikap pasif, karena guru
lebih mendominasi dalam kegiatan pembelajaran dibanding
memberikan kesempatan kepada siswa untuk berperan aktif.
Dari beberapa uraian penyebab rendahnya hasil belajar siswa di
atas, peneliti berkeyakinan bahwa penyebabnya adalah kurang
65
efektifnya strategi pembelajaran yang digunakan oleh guru.
Akibatnya siswa merasa kesulitan dalam mengikuti pelajaran

matematika sehingga timbullah rasa jenuh ketika proses
pembelajaran berlangsung. Oleh karena itu peneliti akan
menawarkan sebuah solusi dengan strategi pembelajaran
kooperatif. Bentuk pembelajaran kooperatif adalah bentuk
pembelajaran dimana siswa saling membantu, saling
mendiskusikan dan berargumentasi untuk mengasah
pengetahuan yang mereka kuasai dengan anggota kelompoknya
setelah guru menyampaikan materi pelajaran. Penggunaan
pembelajaran kooperatif meningkatkan pencapaian preestasi
siswa dan juga dapat mengembangkan hubungan antar
kelompok, menerima teman sekelas yang lemah dalam bidang
akademik dan meningkatkan rasa harga diri.
Pembelajaran kooperatif dapat diaplikasikan untuk semua jenis

kelas termasuk kelas-kelas khusus untuk anak-anak berbakat
dan bahkan untuk kelas dengan tingkat kecerdasan rata-rata
(Robert E. Slavin terjemahan Nurulita). Bentuk pembelajaran
ini memungkinkan siswa untuk berperan aktif dalam proses
pembelajaran. Siswa tidak hanya mendengarkan penjelasan dari
guru melainkan turut serta dalam semua proses pembelajaran
sehingga informasi atau pengetahuan yang diperoleh tidak cepat
dilupakan. Keuntungan lainnya dalam model ini adalah siswa
akan mempunyai kemampuan untuk berfikir, mencari informasi
dari sumber lain dan belajar dari siswa lain serta mendorong siswa
untuk mengungkapkan idenya dan membandingkan kepada
temannya. Dengan model seperti ini akan dapat meningkatkan
motivasi siswa sehingga hasil belajarnya dalam pembelajaran
matematika meningkat juga. Salah satu bentuk pembelajaran
kooperatif adalah Teams Games Tournament (TGT).
66
2. Qomariah, 2013 (Upaya Jurusan Bimbingan dan

Konseling Islam Fakultas Dakwah dan Komunikasi
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
dalam Menyiapkan Konselor yang Kompeten [Melalui
Kurikulum Hasil Review 2010])
Masyarakat Indonesia dengan laju pembangunannya masih

menghadapi masalah pendidikan yang berat, terutama berkaitan
dengan kualitas, relevansi, dan efisiensi pendidikan. Hal ini
merupakan tugas dari pendidikan untuk membentuk manusia
yang berkualitas. Dalam kehidupan suatu negara pendidikan
memegang peranan yang amat pendting untuk menjamin
kelangsungan hidup negara dan bangsa, karena pendidikan
merupakan wahana untuk meningkatkan dan mengembangkan
kualitas sumber daya manusia. Undang-undang No. 20/2003
pasal 1 ayat 1 mendefinisikan pendidikan sebagai “usaha sadar
untuk mewujudkan suasana belajar dan proses pembelajaran
agar peserta didik secara aktif mengembangkan potensi dirinya
untuk memiliki kekuatan spiritual keagamaan, pengendalian diri,
kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang
diperlukan dirinya, masyarakat, bangsa, dan negara. Definisi
ini membangun paradigma baru praktik pendidikan yang lebih
menekankan kepada pembelajaran alih-alih kepada proses belajar
mengajar. Mewujudkan suasana belajar dan proses pembelajaran
menjadi fokus utama proses pendidikan. Tantangan masa depan
dalam milenium ketiga antara lain akselerasi teknologi dan sains,
tren politik, kekuatan ekonomi, tren social budaya modern,
perubahan peta pengetahuan, dan era post modern, yang
menuntut berbagai perubahan pendidikan. Dalam pendidikan
terdapat dua jenis estándar, yaitu estándar akademis (academic
67
content standards) dan estándar kompetensi (performance

standards).
Standar akademis merefleksikan pengetahuan dan keterampilan

essensial setiap disiplin ilmu yang harus dipelajari oleh peserta
didik. Sedangkan standar kompetensi ditunjukkan dalam bentuk
proses atau hasil kegiatan yang didemonstrasikan oleh peserta
didik sebagai penerapan dari pengetahuan dan keterampilan
yang telah diketaui. Seseorang untuk dapat diangkat sebagai
konselor wajib memenuhi standar kualifikasi akademik dan
kompetensi konselor yang berlaku secara nasional. Pembentukan
kompetensi akademik konselor ini merupakan proses pendidikan
formal jenjang strata satu (S-1) bidang Bimbingan dan Konseling,
yang bermuara pada penganugerahan ijazah akademik Sarjana
Pendidikan (S.Pd) bidang Bimbingan dan Konseling.
Sedangkan kompetensi professional merupakan penguasaan kiat

penyelenggaraan bimbingan dan konseling yang memandirikan,
yang ditumbukan serta diasah melalui latihan menerapkan
kompetensi akademik yang telah diperoleh dalam konteks otentik
Pendidikan Profesi Konselor yang berorientasi pada pengalaman
dan kemampuan praktik lapangan, dan tamatannya memperoleh
sertifikat profesi bimbingan dan konseling dengan gelar profesi
konselor, disingkat Kons. Kurikulum PT disusun oleh masing-
masing perguruan tinggi sesuai dengan sasaran program studi.
Kedalaman muatan kurikulum pada setiap satuan pendidikan
dituangkan dalam kompetensi pada setiap tingkat dan/atau
semester sesuai dengan Standar Nasional Pendidikan. Surat
Keputusan Menteri Pendidikan Nasional Nomor 232/U/2000
menetapkan pedoman penyusunan Kurikulum Pendidikan Tinggi
dan penilaian Hasil Belajar Mahasiswa.
Dalam Surat Keputusan tersebut dikemukakan struktur kurikulum
68
berdasarkan tujuan belajar (1) learning to know, (2) learning to

do, 3) learning to be, dan 4) learning to live together. Kurikulum
pendidikan Tinggi yang menjadi dasar penyelenggaraan program
studi terdiri atas; a. Kurikulum Inti; b. kurikulum institutional.
Kurikulum inti merupakan kelompok bahan kajian dan pelajarn
yang harus dicakup dalam suatu program studi yang dirumuskan
dalam kurikulum yang berlaku secara nasional. Kurikulum inti
program sarjana dan program diploma terdiri atas; kelompok
MPK (mata kuliah pengembangan kepribadian), MKK (mata
kuliah keilmuan dan keterampilan), MKB (mata kuliah keahlian
berkarya), MPB (mata kuliah perilaku berkarya), MBB (mata
kuliah berkehidupan bermasyarakat). Menilik dari teori dan
legalitas tersebut, maka kurikulum PT sekarang merupakan
kurikulum berbasis Kompetensi. Sebagaimana pernyataan
di atas memperoleh kompetensi akademik diakhiri dengan
penganugerahan ijazah S.Pd. akan tetapi di Jurusan BKI gelar
akademis yang diperoleh adalah Sarjana Sosial Islam (S.Sos.I).
Hal ini berbeda jauh dengan konsep ideal yang tertuang dalam
Peraturan Menteri Pendidikan Nasional No. 27 tahun 2008.
Selanjutnya dalam menyusun kurikulum PT diberi kewenangan
untuk menyusunnya sendiri sehingga sesuai kebutuhan akan
kompetensi lulusan yang akan disiapkan.
Begitu juga dengan Jurusan BKI, kurikulum disusun sendiri

oleh jurusan dan mengacu pada konsep KBK. Hal senada juga
dapat dilihat melalui kurikulum Jurusan BKI yang tersusun atas
kurikulum inti dan kurikulum institutional, serta terdiri dari
kelompok MPK, MKK, MKB, MPB, MBB. Kesenjangan teori akan
gelar lulusan dengan kenyataan yang ada di Jurusan Bimbingan
dan Konseling Islam serta sejalannya konsep dasar KBK menjadi
sebuah kenyataan yang menarik untuk dikaji lebih lanjut
terutama dilihat dari sudut pandang kurikulum. Penelitian ini
69
berfokus pada upaya Jurusan BKI Fakultas Dakwah UIN Sunan

Kalijaga untuk mempersiapkan konselor yang berkompeten
dengan mengkaji kurikulumnya. Hal ini didasari pada kebutuhan
pasar kerja yang membutuhkan lulusan yang kompeten. Tujuan
penelitian ini adalah untuk mengetahui upaya apa saja yang
dilakukan oleh Jurusan BKI Fakultas Dakwah UIN Sunan Kalijaga
dalam menyiapkan mahasiswanya menjadi konselor yang
kompeten melalui kurikulum hasil review 2010 dan untuk
mengetahui apa saja yang menjadi penghambat pencapaian
kompetensi konselor di Jurusan BKI Fakultas Dakwah UIN Sunan
Kalijaga.
Good Luck!
70
Chapter VI
Translating Movie Subtitles
S ubtitles are text derived from either a transcript or screenplay

of the dialog or commentary in films, television programs, video
games, and the like, usually displayed at the bottom of the screen,
but can also be at the top of the screen if there is already text at the
bottom of the screen. They can either be a form of written translation
of a dialog in a foreign language, or a written rendering of the dialog
in the same language, with or without added information to help
viewers who are deaf or hard of hearing to follow the dialog, or
people who cannot understand the spoken dialogue or who have
accent recognition problems.
Subtitle translation can be different from the translation of

written text. Usually, during the process of creating subtitles for a
film or television program, the picture and each sentence of the audio
are analyzed by the subtitle translator; also, the subtitle translator
may or may not have access to a written transcript of the dialog.
Especially in the field of commercial subtitles, the subtitle translator
often interprets what is meant, rather than translating the manner
in which the dialog is stated; that is, the meaning is more important
than the form – the audience does not always appreciate this, as
it can be frustrating for people who are familiar with some of the
spoken language; spoken language may contain verbal padding or
71
culturally implied meanings that cannot be conveyed in the written

subtitles. Also, the subtitle translator may also condense the dialog
to achieve an acceptable reading speed, whereby purpose is more
important than form.
A. Subtitles vs. dubbing

The two alternative methods of “translating” films in a foreign
language are dubbing, in which other actors record over the voices
of the original actors in a different language, and lecturing, a form of
voice-over for fictional material where a narrator tells the audience
what the actors are saying while their voices can be heard in the
background. Lecturing is common for television in Russia, Poland,
and e few other East European countries, while cinemas in these
countries commonly show films dubbed or subtitled.
Subtitles exist in two forms; open subtitles are “open to all” and
cannot be turned off by the viewer; closed subtitles are designed
for a certain group of viewers, and can usually be turned on/
off or selected by the viewer. The Hardsubs (open subtitles) text
is irreversibly merged in original video frames, and so no special
equipment or software is required for playback. These subtitles
cannot be turned off unless the original video is also included in the
distribution as they are now part of the original frame, and thus it is
impossible to have several variants of subtitling, such as in multiple
languages. Softsubs (Closed subtitles) are separate instructions,
usually a specially marked up text with time stamps to be displayed
during playback. It requires player support and, moreover, there are
multiple incompatible subtitle file formats.
72
B. How to create subtitle?

Aegisub is a free, cross-platform open source tool for creating
and modifying subtitles. Aegisub makes it quick and easy to time
subtitles to audio, and features many powerful tools for styling them
including a built-in real-time video preview. Following are some steps
taken from wikiHow about ways of using the open source software
called Aegisub to create your own subtitles:
a. Prepare the movie file on which you want to create subtitles.

If you want to create subtitles for a DVD, you will need to rip
the DVD first. Store the movie file in a permanent location,
such as in a specially created folder. In this article, we will be
using the movie Transformers for our examples in the above
screenshots.
b. Load the movie file into Aegisub. Open up Aegisub, then click
on the Video menu and select Open Video…Browse for your
vide file and click Open. Depending on the size and length
of your video, this process could take quite a while. After the
video loading process completes, you should see the video
display located at the upper left of Aegisub.
73
c. Load the soundtrack from the video. Click on the Audio menu
and select Open Audio from Video. This will automatically
rip the audio from your video soundtrack and import it into
Aegisub. Again, depending on the size and length of your
video, this process could take quite a while. After the audio
loading process completes, you should see audio waveform
display to the upper right of Aegisub.
74
d. Save your changes. Click on the Save icon located in the

toolbar, or simple press Ctrl + S to save your work.
e. To create the subtitles, type in the text. Under the audio

waveform, there is a text box. Type the desired text in this
box.
75
f. Choose where in the video your text will show up. As you might
have already seen, there are two frames in the audio window;
one is red, and the other blue. The red simply signifies when
the text will appear, and the blue signifies where the text will
end. Hold the left mouse button down and drag the red frame
to the beginning of the waveform; then drag the blue frame
to the end of the waveform.
g. Edit the text appearance. If you don’t like the way the subtitles
appear on the video, you can always edit the size, font, or
color using the Styler Manager located under the Video menu.
76
h. Move the text to the desired position. Yes, you can move the
subtitles to anywhere you want on the screen. In the vertical
toolbar to the left of the video, click the second icon from
the top. A square box will appear underneath the videos; just
drag and drop the subtitles wherever you like.
77
i. To export your subtitles. Under the File menu, click Export

Subtitles…Then select the four options in the Filters window.
Then click Export…
j. Save your subtitles as a .srt file. SubRip is probably the most

common subtitle format, so it would be a good idea to save
it in that format. Give your subtitle a name, for example;
Transformers_2007_720p.srt. Be sure to include the .srt
extension in the file name.
78
k. Add your subtitles to a video file. In this article, we will be

using VLC. Open the movie file, then right-click the screen,
and under the Subtitles menu, click Add Subtitle File…Then
navigate to your subtitle’s location and click OK.
79
Chapter VII
Translation Quality Assessment
T he American Society for Quality defines quality as a “subjective

term for which each person has his or her own definition.” This
is not very helpful, but when we look elsewhere, it indeed seems to
be the case. In Zen and the Art of Motorcycle Maintenance, quality
is defined as a “cleavage term between hip and square.” Other
def-initions include “pride of workmanship,” “fitness for use,” and
“conformance to specifications.” So how do we assess quality in
translation? The end user reads a translation and not the original
because he or she does not understand the language in which the
original document is written. Obviously, such a person is unable to
independently assess the quality of the translation because even if the
translated text reads beautifully, it could say something completely
different than the original. He or she must rely on assurances that
the translation was done by a qualified translator and that proper
procedures were followed. Such assurances can be offered within
a regulatory framework. Typically, regulation is achieved through a
combination of standards and certification processes.
In this chapter you will have an experience to analyze the

translation quality by using translation quality instrument proposed
by Nababan (2012).
80
A. The original house model of translation quality

assessment (1977)
The original House model of translation quality assessment
(1977, 2nd ed. 1981) is based on theories of language use. It was
designed to provide an analysis of the linguistic-discoursal as well
as the situational-cultural particularities of originals and translated
texts, a principled comparison of the two texts and an evaluation of
their relative match. The model is an eclectic one and is based on
pragmatic theory, Hallidayan systemic-functional linguistics, notions
developed in the framework of the Prague school of language and
linguistics, register theory, stylistics and discourse analysis.
The notion of equivalence is also related to the preservation

of ‘meaning’ across two different lingua-cultures. Three aspects of
that meaning are particularly relevant for translation: a semantic
aspect, a pragmatic aspect and a textual aspect. In establishing the
function of an individual text we need to come up with a kind of
‘textual profile’. This profile will be the outcome of a detailed and
systematic linguistic-pragmatic analysis of the text in its context of
situation. The phrase ‘context of situation’ is critical here and needs
further elaboration. Context originally means literally ‘con-text’, i.e.
that which is ‘with the text’. And what is ‘with the text’ naturally
goes beyond what is said and written: it includes the situation as the
context in which a text unfolds and which must be taken into account
for the text’s interpretation. The notion of ‘context of situation’ was
introduced by the anthropologist Bronislav Malinowski (1923),
who in trying to solve his difficulties with translating texts from a
culture (the culture of the Trobriand Islands) very different from any
Western culture, first suggested the necessity of a concept of text
‘in its living environment’, i.e. the environment enveloping the text,
which is essential for any deeper understanding and for interpreting it.
81
While ‘context of situation’ refers to the immediate environment

of a text, we also need the notion of ‘context of culture’, which refers
to the larger cultural. background to be taken into account in the
interpretation of meaning. These ideas were taken up by John Rupert
Firth (1959), who integrated them into his own linguistic theory, in
particular into his view of meaning as a function of context. Firth set
up a framework for describing the context of situation that contained
the participants in the situation, the action of the participants, the
effects of the action and other relevant features of the situation.
Firth’s pioneering work inspired different concepts for describing the
context of situation. One of the most well known and inf luential
ones is Dell Hymes’ (1968) conception of the ‘ethnography of
communication’. Hymes considers the following factors for describing
a text’s embeddedness in the context of situation: the form and
content of the message, the setting, the participants, the intent and
effect of the communication, the key, the medium, the genre and the
norms of interaction. The most important idea here is that ‘context
of situation’ and text should not be viewed as two separate entities.
• The implementation of the revised 1997 model
This part demonstrates the revised 1997 model of translation

quality assessment by presenting a model analysis of an original text
and its covert translation. For easy reference in the presentation of
the analysis, paragraphs are numbered sequentially.
The text is an English children’s book translated into German

(taken from a corpus of excerpts from 52 children’s books and their
translations; for details see House 2004). In order to be able to make
grounded statements about the quality of the translation of this book,
both the original and the translation text are analysed at the same
level of delicacy, and the translation text is then compared with the
82
source text’s textual profile. The revised 1997 model of translation

quality assessment is here used to demonstrate the operation of the
method of analysis and comparison of a children’s book, the picture
book Peace at Last by Jill Murphy and its German translation Keine
Ruh für Vater Bär.
Children’s book text (ST English; TT German)
Source text
Peace at Last by Jill Murphy (1980), London: Macmillan.
The hour was late. Mr Bear was tired, Mrs Bear was tired and
Baby Bear was tired, so they all went to bed. Mrs Bear fell
asleep. Mr Bear didn’t. Mrs Bear began to snore. “SNORE,”
went Mrs Bear, “SNORE, SNORE, SNORE.” “Oh NO!” said Mr
Bear, “I can’t stand THIS.” So he got up and went to Sleep
in Baby Bear’s room. Baby Bear was not asleep either. He
was lying in bed pretending to be an aeroplane. “NYAAOW!”
went Baby Bear, “NYAAOW! NYAAOW!” “Oh NO!” said Mr
Bear, “I can’t stand THIS.” So he got up and went to sleep in
the living room. TICK-TOCK … went the living room clock
… TICK-TOCK, TICKTOCK. CUCKOO! CUCKOO! “Oh NO!”
said Mr Bear, “I can’t stand THIS.” So he went off to sleep
in the kitchen. DRIP, DRIP … went the leaky kitchen tap.
HMMMMMMMM … went the refrigerator. “Oh NO,” said Mr
Bear, “I can’t stand THIS.” So he got up and went to sleep in
the garden. Well, you would not believe what noises there are
in the garden at night. “TOO-WHIT-TOO-WHOO!” went the
owl. “SNUFFLE, SNUFFLE,” went the hedgehog. “MIAAOW!”
sang the cats on the wall. “Oh, NO!” said Mr Bear, “I can’t
stand THIS.” So he went off to sleep in the car. It was cold
83
in the car and uncomfortable, but Mr Bear was so tired that

he didn’t notice. He was just falling asleep when all the birds
start to sing and the sun peeped in at the window. “TWEET
TWEET!” went the birds SHINE, SHINE … went the sun. “Oh
NO!” said Mr Bear, “I can’t stand THIS.” So he got up and
went back into the house. In the house, Baby Bear was fast
asleep, and Mrs Bear had turned over and wasn’t snoring any
more. Mr Bear got into bed and closed his eyes. “Peace at
last,” he said to himself. BRRRRRRRRRRRRRRR! went the
alarm clock, BRRRRRR! Mrs Bear sat up and rubbed her eyes.
“Good morning, dear,” she said. “Did you sleep well? “Not
VERY well, dear,” yawned Mr Bear. “Never mind,” said Mrs
Bear. “I’ll bring you a nice cup of tea.” And she did.
Target text
Keine Ruh für Vater Bär, translated by Ingrid Weixelbaumer, 1981.

Vienna and Munich: Annette Betz Verlag. Originally published in
English as Peace at Last by Jill Murphy.
Es war Schlafenszeit. Vater Bär war müde. Mutter Bär war

müde und Baby Bär war müde … also gingen sie alle ins
Bett. Mutter Bär schlief sofort ein. Vater Bär nicht. Mutter Bär
begann zu schnarchen. „SCH-CH-HHH“, machte Mutter Bär.
„SCH-CHCH-HHH, SCH-CHCHCH-HHH“ „Oh, NEIN!“ sagte
Vater Bär. „DAS halte ich nicht aus.“ Er stand auf und ging ins
Kinderzimmer. Dort wollte er schlafen. Baby Bär schlief auch
noch nicht. Er lag im Bett und spielte Flugzeug. WIEEE-AUUU,
WIEEE-AUUU-UMM!“ „Oh, NEIN!“ sagte Vater Bär. DAS halte
ich nicht aus.“ Er stand auf und ging ins Wohnzimmer. Dort
wollte er schlafen. TICK-TACK … machte die Kuckucksuhr
im Wohnzimmer … TICK-TACK, TICK-TACK, KUCKUCK!
84
KUCKUCK! „Oh, NEIN!“ sagte Vater Bär. DAS halte ich nicht
aus.“ Er stand auf und ging in die Küche. Dort wollte er
schlafen. TROPF, TROPF … machte der undichte Wasserhahn.
HMMMMMMMM machte der Kühlschrank. „Oh, NEIN!“ sagte
Vater Bär. „DAS halte ich nicht aus.“ Er stand auf und ging in
den Garten. Dort wollte er schlafen. Tja, nicht zu glauben,
was es da an Geräuschen gibt, nachts im Garten. HUH-WITT-
HUHUHUHHH!“ machte die Eule. „Schnüff, Schnüff “ machte
der Igel. MIAAU!“ sangen die Katzen auf der Mauer. „Oh,
NEIN!“ sagte Vater Bär. „DAS halte ich nicht aus.“ Er stand
auf und ging zu seinem Auto. Es war kalt und ungemütlich im
Auto. Aber Vater Bär war so müde, daß er es gar nicht merkte.
Die Augen fielen ihm zu. Er war schon fast eingeschlafen, da
fingen die Vögel zu singen an, und die Sonne blinzelte zum
Fenster herein. „ZIWITT ZIWITT!“ zwitscherten die Vögel,
und die Sonne schien immer heller. „Oh, NEIN!“ sagte Vater
Bär. „DAS halte ich nicht aus.“ Er stieg aus und ging ins Haus
zurück. Alles war still und friedlich. Baby Bär schlief fest, und
Mutter Bär hatte sich umgedreht und schnarchte nicht mehr.
Vater Bär schlüpfte unter die Decke und seufzte tief. „Endlich
Ruh’ im Haus!“ sagte er zu sich. BRRRRRRRRRRR! machte
der Wecker. BRRRRR! Mutter Bär riebsich die Augen und
gähnte. „Guten Morgen, mein Lieber“ sagte sie. „Hast du gut
geschlafen?“ Nicht SEHR, meine Liebe“, brummte Vater Bär.
„Macht nichts“, sagte Mutter Bär. „Warte, ich bring dir das
Frühstück ans Bett.“Und die Post!“ rief Baby Bär. Oh, NEIN!“
sagte Vater Bär, als er den Polizeistempel sah. PARKSÜNDER!“
rief Baby Bär. „Parksünder-Daddy!“
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B. Back translation
Keine Ruh für Vater Bär [No peace for Father Bear] (Originally
published as Peace at Last by Jill Murphy).
It was sleeping time. Father Bear was tired. Mother Bear was
tired and Baby Bear was tired … so they all went to bed.
Mother Bear went to sleep immediately. Father Beardid not.
Mother Bear began to snore. “SCH-CH-HHH” went Mother
Bear. “SCH-CHCH-HHH, SCH-CHCHCH-HHH” “Oh, NO!”
said Father Bear. “THAT I can’t stand.” He got up and went
into the children’s room. There he wanted to sleep. Baby
Bear was also not asleep yet. He lay in bed and played
aeroplanes.“WIEEE-AUUU, WIEEE-AUUU-UMM!” “Oh, NO!”
said Father Bear. “THAT I can’t stand.” He got up and went
into the living room. There he wanted to sleep. TICK-TACK
… went the cuckoo clock in the living room … TICK-TACK,
TICK-TACK, KUCKUCK! KUCKUCK! “Oh, NO!” said Father
Bear. “THAT I can’t stand.” He got up and went into the
kitchen. There he wanted to sleep. DRIP, DRIP … went the
leaking kitchen tap. HMMMMMMMM went the fridge. “Oh,
NO!” said Father Bear. “THAT I can’t stand.” He got up and
went into the garden. There he wanted to sleep. Well, it’s
unbelievable what noises there are, at night in the garden.
“HUH-WITT-HUHUHUHHH!” went the owl. “Sniff, Sniff ”
went the hedgehog. “MIAUU!” sang the cats on the wall. “Oh,
NO!” said Father Bear. “THAT I can’t stand.” He got up and
went to his car. It was cold and uncomfortable in the car.
But Father Bear was so tired that he did not notice at all.
His eyes closed. He had nearly fallen asleep, when the birds
started to sing, and the sun blinked into the window. “ZIWITT
ZIWITT!” chirped the birds, and the sun shone brighter and
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brighter. “Oh, NO!” said Father Bear. “THAT I can’t stand.”

He got out and went back into the house. Everything was
quiet and peaceful. Baby Bear was fast asleep and Mother
Bear had turned around and snored no longer. Father Bear
snuggled under the cover and sighed deeply. “Finally quiet
in the house!” he said to himself. BRRRRRRRRRRR! went
the alarm clock. BRRRRR! Mother Bear rubbed her eyes and
yawned. “Good morning, my dear,” she said. “Did you sleep
well?” “Not VERY, my dear,” grumbled Father Bear. “Doesn’t
matter,” said Mother Bear. “Wait, I’ll bring your breakfast to
the bed.” “And the mail!” shouted Baby Bear. “Oh NO!” said
Father Bear, when he saw the police stamp. “Parking ticket
sinner!” shouted Baby Bear. “Parking ticket sinner-Daddy!”
C. Analysis of ST and Statement of Function
Field
The original is a picture book for two- to six-year-olds. It

presents a harmless, peaceful family idyll in the form of a story
about a bear family: Mr Bear, Mrs Bear and Baby Bear. The plot is
simple; an everyday experience is described: Mr Bear can’t sleep,
wanders about the house, and finally drops off to sleep back in his
own bed only to be woken up by the alarm clock. He is comforted,
however, by Mrs Bear and a nice cup of tea – a simple story full of
warmth and gentle humour, just right for a bedtime story for young
children. The title of the book, Peace at Last, is well in line with this
characterization.
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Lexical means
A preponderance of lexical items that are likely to be part of

the nascent verbal com petence of young children developed in
interactions in the immediate hic-etnunc environment, i.e. their
home and neighbourhood surroundings: ‘tired’, ‘go to bed’, ‘fall
asleep’, ‘sleep’, ‘snore’, ‘Baby Bear’s room’, ‘living room’, etc.
Syntactic means
Short clauses with simple structures throughout the text. No

embedding, no syntactic complexity.
Textual means
Strong textual cohesion which makes the text easily

comprehensible and digestible for young children. Textual cohesion
is achieved through a number of different procedures, most
prominently through iconic linkage and theme dynamics.
Iconic linkage
There is iconic linkage between many clauses in the text,

highlighting (for the children’s benefit) a reassuring similarity and
thus recognizability of states and actions, and also heightening the
dramatic effects, as for instance in:
2, 3: ‘Mr Bear was tired. Mrs Bear was tired; Baby Bear was
tired.’ 6, 10, 13, 16, 21, 27: ‘“Oh NO!” … “I can’t stand THIS.”’ 6, 11,
14, 17, 22, 28: ‘So he got up and went to sleep in Baby Bear’s room
(the living room, the kitchen, the garden, the car).’ ‘So he got up and
went back into the house.’
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Theme dynamics
Thematic movement frequently arranged in sequences of

theme–rheme movements to ensure given–new ordering, e.g. 28–29;
fore-grounded rhematic fronting in all clauses with onomatopoetic
items: 9, 12, 15, etc. for dramatic effect.
Tenor
Author’s temporal, geographical and social provenance

Unmarked, contemporary, standard middle-class British English.
Author’s personal (emotional and intellectual) stance The author
views the characters she creates with a warm sense of humour,
empathy and involvement, without becoming sentimental. The
characters keep their dignity and are not infantilized.
Lexical means
Characters keep their names including titles: ‘Mr’ and ‘Mrs’ Bear,
which results in a neutral, detached manner of description which
also adds a humorous note, considering that the characters are teddy
bears.
Syntactic means
Monotonous repetition of phrases for humorous effect, e.g. 34,

35: ‘“Did you sleep well?” … “Not VERY well”’.
Social role relationship
a. Author–reader: symmetric, intimate relationship between both

types of addressees: adults (parents and other carers) and
children; no ‘talking down’, no evidence of educational, pedagogic
motivation, no hidden, ideologically induced lecturing.
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b. Author–characters in the story: respect for individuality of

characters through leaving titles and generic terms (‘Mrs Bear’),
sympathy, empathy.
c. Characters amongst themselves: tolerance, sympathy, irony and

good humour.
Lexical means
Title and names (‘Mr’, ‘Mrs’ Bear) throughout the text for
humorous effect. 34, 35: Use of address form ‘dear’ to create intimacy.
Syntactic means
Direct address of readers creates involvement and intimacy.
Textual means
- 34–35: Presence of ritualized move ‘How-are-you?’ and ritualized

secondpair part (‘Not very well’) as well as ensuing uptake
(‘Never mind’) to provide stark contrast to the preceding story of
Mr Bear’s misery and thus humorous effect.
- Short-clipped final phrase to seal the preceding promising move:

also closing and ‘sealing’ the relationships in comfort, intimacy
and reassurance.
Social attitude
Informal style level: conversational, intimate style characterizing

the type of talk occurring in a family.
90
Syntactic means
Simplicity of clauses, coordination rather than subordination,

simplicity of noun phrases, lack of pre- and post-modification.
Lexical means
Use of lexical items marked as informal through their use in

familiarity-inducing settings; onomatopoetic elements, e.g. DRIP,
MIAAOW, followed by informal ‘go’ in the past tense (‘went’);
informal conjunction ‘So’.
Mode
Medium: complex
Written to be read aloud as if not written, creating for the

young listener the illusion that the person doing the reading
aloud is inventing it simultaneously with the reading, i.e. real-life
spontaneous oral language is being simulated. Along Biber’s three
(oral–written) dimensions: involved vs. informational, explicit vs.
situation dependent, abstract vs. non-abstract, this picture book can
be located at the involved, situation-dependent and non-abstract
end of the cline. Syntactic means Frequency of short coordinated
clauses linked with ‘and’; use of conjunction ‘so’ characterizing
spoken language.
Phonological means
Presence of emphatic stress frequent in oral encounters, and

marked in writing through capitalization (e.g. ‘BRRRRR went the
alarm clock’).
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Textual means
Ample use of repetition for redundancy throughout the text in

order to make com prehension easier for young readers/listeners.
Participation
Complex: monologue with built-in (fictional) dialogic parts.
Lexical means
Use of ‘well’, a token typically used at the beginning of a response

in a dialogue (18).
Syntactic means
Presence of rhetorical, addressee-directed utterance (18).
Textual means
Heavy use of direct speech designed to increase listeners’/readers’

involvement in the story. This direct speech includes a deliberate
‘animation’ of the animals and the objects such as the tap and the
living room clock, who are depicted as emitting (intentionally?)
noises in a way suggesting interaction with Mr Bear.
Genre
Picture book for young children designed to be read aloud by

adults, often as a bedtime story. The ‘communicative purpose’ of
such a book is to entertain children, comfort and reassure them, and
(maybe) also ‘elevate’, i.e. educate them. In the English tradition,
children’s books often use humour to gently socialize the young into
family life and the world beyond. The text is supported by pictures. I
have omitted them here as they do not add anything that the words
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themselves do not make explicit. In fact the pictures are the same in
the original and the German translation.
Statement of Function
The function of the original text consisting of an ideational

and an interpersonal functional component may be summed up as
follows: although the ideational functional component is not marked
on any of the dimensions, it is nevertheless implicitly present, in that
the text informs the readers about certain social activities and events
involving the protagonists depicted in the text, in other words, it tells
a story! However, the ideational component is clearly less important
than the interpersonal one, which is marked on all the dimensions
used for the analysis of the text. The particular Genre, picture
books written for young children, determines that the interpersonal
function is primary, its purpose being to provide reassurance and
comfort, a sense of belonging, and increased understanding of how
the world around the child functions.
On Field, too, the interpersonal component is strongly marked:

the description of a typical epsiode in family life, where a member
of the family experiences a sleepless night, is presented in a light-
hearted, good-natured, long-suffering and humorous way, making
the story amusing, entertaining and easily comprehensible. On
Tenor, the author’s personal stance as well as the particular social
role relationship and social attitude evident in the text strongly mark
the interpersonal functional component: the relationships between
author and reader and between the (fictional) characters are
characterized by good humour. The informal style level also clearly
feeds into the interpersonal functional component by enhancing the
text’s intimate humorously human quality. On Mode, the medium
characterized as written to be read as if not written marked as
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involved, situation-dependent and non-abstract, as well as the many

stretches of simulated speech (monologue and dialogue) clearly also
strengthen the interpersonal function because of the emotive effect
of spontaneous immediacy and directness.
ST and TT comparison and Statement of Quality
General
As opposed to the original, the translation is far from presenting

a peaceful family idyll; the translation’s title Keine Ruh für Vater
Bär [No peace for Father Bear] already points to a rather different
story, i.e. the translation transforms the original’s positive soothing
atmosphere into a ‘negative’ one, falsely ironic and ‘funny’ in the sense
of the German ‘Schadenfreude’, i.e. enjoying another person’s misery.
In the translation one recognizes a motive found in many post-1968
German children’s books (see also House 2004): a deliberate attempt
to reach what is (presumably) perceived as a pedagogically desirable
goal, namely to encourage children to ‘emancipate themselves’, i.e.
to stand up to their parents. This ideological stance is expressed in
a forcedly ironic and ‘funny’ storyline which (barely) cloaks a clear
didactic mandate. The original’s harmless, peaceful story is changed
into a series of minor disasters. This impression is substantiated by
the following individual mismatches along Field, Tenor, Mode and
Genre.
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Field
Textual mismatches
Loss of cohesion: the onomatopoetic lexical items are not

consistently rendered: (28/29) und die Sonne schien immer heller
[and the sun shone brighter and brighter] vs. (26) ‘SHINE, SHINE …
went the sun’, presumably in an attempt to ‘correct’ the original in
that the sun does not make noises and should therefore (presumably)
not be presented in the same vein as the other noise-making objects
in the story. This mismatch results in a loss of humour, precisely
because the imaginative agency of the sun is omitted. The consistent
use of an equivalent of the conjunction ‘so’ throughout the text is not
kept up in the translation: apart from some repetitions of the phrase
Dort wollte er schlafen [There he wanted to sleep] at the beginning
of the text (7, 11, 15, 18), different structures are used. Thus, for
example, (22) ‘So he went off to sleep’ is rendered as (23) Er stand
auf und ging [He got up and went] or (28) ‘So he got up and went
back into the house’ is turned into (30) Er stieg aus und ging ins
Haus zurück. [He got out and went back into the house.]
Syntactic mismatches
The use of onomatopoeia in English is based on ‘normal’,

i.e. lexicalized verbs (e.g. ‘snore’, ‘drip’, ‘snuff le’); the German
‘equivalents’ often resemble infantilized comic-strip-like interjections
(sch-sch-sch, schnüff-schnüff ).
Tenor
Author’s personal (emotional and intellectual) stance Loss of

humour, sentimentalization and infantilization of characters in the
story.
95
Lexical mismatches
The characters Mr Bear, Mrs Bear and Baby Bear are changed
into the sentimentalized and infantilized German collocations Vater
Bär [Father Bear], Mutter Bär [Mother Bear], Baby Bär [Baby Bear].
This change also means a loss of humour, created in English precisely
through the clash between the titles ‘Mr’, ‘Mrs’ and the fact that we
are here dealing with teddy bears, which are in fact children’s toys.
Syntactic mismatches
Clause structures are even simpler than in the English original,

i.e. two simple short clauses are made out of one longer coordinated
one, e.g. (6/7) ‘So he got up and went to sleep in Baby Bear’s room’
vs. Er stand auf und ging ins Kinderzimmer. Dort wollte er schlafen.
[He got up and went into the children’s room. There he wanted to
sleep.]
Social role relationship
Between author and readers, between author and protagonists,

and between protagonists. These three role-relationships are clearly
interdependent such that the relationship between the protagonists
is a ref lection of the author’s assessment of her readers and her view
of her characters. The relationships are changed quite radically in
the German translation, witness the following mismatches.
Textual mismatches
The German translation transforms the book’s positive

atmosphere into a negative one. To start with, the original’s title
Peace at Last is turned into KeineRuh für Vater Bär [No peace for
Father Bear], a total contradiction of the original’s title. And in
keeping with the German title’s ominous prediction (which f lies in
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the face of the original’s hopeful promise), a consistently negative

storyline is continued until the end of the story, which is also the very
opposite of ‘peaceful’. Compare here lines 34–37 in the original with
the German text’s lines 28–34. The entire sequence starting with Und
die Post! [And the mail!] is invented, and added by the translator
(presumably on the basis of the final picture in the book, in which an
official-looking envelope can be detected). At the end of the original
story, the mother is nice, warm, friendly (‘“Never mind … a nice cup
of tea”’), and the final words ‘And she did’ indicate that she brings
the tea as a ‘sealing’ comfort. In the German translation, however,
the clause Warte, ich bring dir das Frühstück ans Bett [Wait, I’ll bring
your breakfast to the bed] merely hints that this act is part of her
sober daily routine.
Lexical mismatches
Framed by the major manipulations of title and ending, the

body of the German text contains a pattern of negativization and
problematization, and it is not only the relationship between father
and son that is presented in a negative and problematic way but also
the relationship between mother and father. Implicitly authoritarian
role-relationships are therefore built into the translator’s version of
the story. The very first sentence: ‘The hour was late’ is translated in
such a way as to evoke a different role-relationship between parents
and child: Es war Schlafenszeit [It was sleeping time]. This clause
implies a parental regime (when it’s late and dark, children must
be in bed asleep), where the English original remains a neutral
statement. As noted above, the ‘neutral’ Mrs and Mr Bear become
Mutter and Vater Bär [Mother and Father Bear], which typecasts
them exclusively as parents. Similarly, Baby Bear’s room becomes
das Kinderzimmer [the children’s room], a generic term, i.e. the
room is then not an individual’s room but belongs to someone in
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the role of a child, the role relationship between child and parent
then being marked as fixed and normative. Further, the use of the
German expressions mein Lieber [my dear] and meine Liebe [my
dear] (35/36) helps to disrupt the harmony of the happy family idyll
portrayed in the English original.
Despite the deceptive formal equivalence between ‘my dear’

and mein(e) Liebe(r), these phrases are certainly not pragmatically
equivalent. Mein Lieber has a distinctively ironic (not humorous!)
overtone. 30: The uncaring and dismissive phrase Macht nichts
[Doesn’t matter] is also clearly not equivalent to ‘never mind’. In fact,
macht nichts is much more direct, and less concerned and polite. The
use of macht nichts and Warte [Wait] by the German Mutter Bär
in particular give her a superficial and indifferent air: whereas in
English ‘never mind’ relates to alter (‘never you mind’) and is thus
comforting, the German macht nichts refers to self (das macht mir
nichts aus), a crucial difference not only in terms of perspective but
also in terms of illocutionary force. 8: (Baby Bär) lag im Bett und
spielte Flugzeug [(Baby Bear) lay in bed and played aeroplanes] is
different from ‘(Baby Bear) was lying in bed pretending to be an
aeroplane’ in that the German expression implies a division between
the world of adults and the world of children, the latter ‘playing at
things’. In the English original, Baby Bear is taken more seriously,
treated more as an equal. The German translation infantilizes and
sentimentalizes the character. Similarly, (24) ‘He was just falling
asleep’ is rendered with a metaphorical expres sion typicallyused
in German child-talk (25) Die Augen fielen ihm zu. The ‘bourgeois’
family is presented in the German translation as a unit which allows
for no peace, and Mr Bear, who in English (30/31) ‘got into bed and
closed his eyes’, schlüpfte unter die Decke und seufzte tief [snuggled
under the cover and sighed deeply] in German (32/33), and he is
not content to ‘yawn’ as he is allowed to do in the English original
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(35), rather he must grumble: (36) brummte Vater Bär [grumbled

Father Bear]. At the very end of the story (40) the compound noun
Parksünder [Parking ticket sinner] (followed and intensified by
the collocation Parksünder Daddy [Parking ticket sinner-Daddy]
(40) epitomizes the ‘Schadenfreude’ and the forcedly funny one-
upmanship of the child over his father.
Mode
Participation
In one instance ((18) in the original; (19) in the translation),

the attempt, via a rhetorical question, to directly involve participants
is not kept up in the translation. Instead, the German translation
presents an impersonal, rather laid back statement with the initial
informal, regional starter tja [well].
Genre
Inasmuch as the translation is still a children’s picture book to

be read to young children, there has been no change in the Genre
of this text. However, the ‘framing’ is very different in the text: both
title and ending set a very different tone: a humorous, innocent
book to be read with pleasure, amusement and joy is turned into
an ideologically laden, pedagogically motivated book imbued with
a certain forced wit, and a tendency to infantilize the protagonists
in the story through lexical and textual means. As the analysis of
a larger corpus (n=52) of German–English and English– German
children’s books has revealed (House 2004), there seem to be
patterned differences between texts in this genre in the two linguistic
and cultural communities. In German children’s books there seems to
be a tendency to depict a type of role relationship between children
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and adults in much the same way as was outlined above, i.e. there
is more sentimentalization, more infantilization, less (and different)
humour, greater explicitness and a greater need to impose edify
ing pedagogic ideas and ideologies on the stories told in German
children’s books.
Statement of quality
The analysis of original and translation has revealed mismatches

along the dimensions of Field, Mode and in particular Tenor, with
a consequent substantial change of the interpersonal functional
component of the text’s function. On Field, loss of cohesion was
established in several cases, detracting from the aesthetic and emotive
pleasure a well-knit text will elicit. On Tenor, the author’s stance is
changed such that the translation loses the original’s subtle and warm
humour, superimposing instead a new note of infantilization and
sentimentalization onto the text through syntactic simplification and
changes of protagonists’ names and titles. Most incisive, however, are
the changes in the social role relationship portrayed in the original
and the translation: the original’s positive reassuring atmosphere is
transformed into a negative one. ‘Schadenfreude’ is substituted for
comfort and friendliness. Children are depicted as generically different
from adults, and an implicitly more authoritarian relation ship and,
consequently, a general ‘negativization’ and ‘problematization’ of
the role relationship between all the story’s characters is implied,
such that ‘no peace’ can be found – a situation which may have been
designed as ‘funny’, but is, if pitted against the original, clearly the
very opposite. If we interpret the above results in the light of the
analyses of a larger corpus of German and English children’s books
(House 2004), they ref lect a culturally conditioned, ideologically
tinted difference in the realization of Genre between English and
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German children’s books.
This difference is most clearly visible in the different framing

in the German translation: the title and the end of the German story
guide the reader/listeners along a different path than is suggested
in the original. These differences may be interpreted as ref lecting
differences in German and English communicative preferences and
norms established in cross-cultural research (see House 2006b
and Chapter 8 below). For a full understanding of these culture-
conditioned differences, however, one would need much more data,
and a comprehensive comparative analysis of the various strands of
intellectual, artistic, economic, legal and socio-political forces in the
two cultures I question and their inf luence on text production and
reception. Such a broad ethnographic approach coupled with a de
tailed linguistic analysis may be less utopian than it would seem. It
certainly is the most promising and fruitful way of relating context
to text, and text to context. The German translation analysed above
can be described as a covert translation, in which a cultural filter
has been applied. One wonders, however, why the transla tor or the
publisher had not opted for an overt translation.
It is a sad truth that translators of children’s books seem to feel

particularly licensed to produce covert translations, making changes
whenever they think these are appropriate, thus barring children from
access to the original’s voice. Children are often totally underrated in
their imaginative and learning capacities. Their natural curiosity and
their desire to be exposed to strange, foreign and different worlds
and norms is simply overridden. One reason for this tendency to
adapt original texts to the receiving cultures’ dominant genre may
be the current one-sided, often dogmatic reception-oriented climate,
which needs, in the opinion of this author, to be counteracted by
solid text- cum context-based linguistic analysis.
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D. Translation Quality Instrument

Based on the research done by Mangatur Nababan, Ardiana
Nuraeni, and Sumardiono in 2012, they proposed a model of
translation quality instrument (TQA) for English into Indonesia
translation. He found that the model of TQA produced assesses
the quality of translation holistically, the model is applicable for
assessing the quality of translation within the contexts of translation
research and teaching and of professional settings, the model opens
opportunities for raters to assess various units of translation, ranging
from micro to macro levels, and the effectiveness of the Model in
assessing quality of translation depends solely on the ability of the
assessors or raters in applying it in various settings. Prior to its
application, those engaged in every translation quality assessment
should read and understand all relevant information and procedures
of how it should be employed.
Larson (1984: 3) stated that translation is change of form. The

form of source language changes to be another form in the target
language. A text translated can not be taken as a good translation
before going to translation quality assessment. The translation
quality can be assessed by using certain scales (Sofyan, 2013).
There are some differences in analyzing translation quality due to
the understanding and expectation of translation theory (Drugan,
2013). According to Nababan, a high quality translation should have
three aspects; accuracy, acceptability, and readability.
a. Accuracy
The accuracy of a text refers to whether the source text and the
target text is in corresponding or not. Corresponding here means
the same message is contained in both text (source and target
text). A text is called as a translation product when it has the
same message with the translation product.
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b. Acceptability
The acceptability of a text refers to whether the translation product

has been conveyed with good grammatical structures of the target
language or not. Even though the message of a text is accurate,
the target readers will have difficulty to read the translation
product if the grammatical structures used are not suitable to the
target language. For example; “how are you John?” talked by a
grandchild to his grandfather will not appropriate to be translate
into Indonesia as “Apa kabar John?” because it’s not polite to call
your grandfather without honorifics, so “Apa kabar Kakek?” will
be better. Then, according to Nababan (2012) one parameter of
acceptability is whether a translation has been conveyed by using
appropriate grammatical structures of the target language. The
other example is a translation of research abstract will be banned
by target readers if it is translated by using slang, and another
example is the translation of literary works (novel, subtitle,
and poem) will not be acceptable if translated by using formal
language.
c. Readability
A translator needs to understand the concept of readability of

the source text and the target text. Larson (1984) stated that
readability text is aimed to know the scale of readability of a text
due to whether the text is easy to be understood by the target
reader or not. A high readability text is easier to be understood
because a low readability text is difficult to read. The readability
consists of diction, sentence construction, paragraph organization,
and grammatical elements, size of type, punctuation, spelling,
spaces between lines, and size of margin. The readability test is
done by asking a reader to read the text loudly. In the same time,
the rater assesses where the reader feels confused. If he stops
103
reading and reread the sentence, then the rater should note that
there is a problem in readability. Sometimes the reader stops and
wonders what happen to the sentences.
To assess the translation quality of a text, Nababan and friends

proposed a model of translation quality instrument: Each instrument
has three scales from 1 to 3. The better the quality, the higher the
score will be given.
104
105
The example of assessing translation quality using Nababan’s

model
Based on the accuracy, acceptability, and readability instruments

above, the accuracy, acceptability, and readability of the text below
are assessed. In the example below, the text is separated based
on sentences. Every sentence is scored based on the accuracy,
acceptability, and readability instrument before. In number one,
“Almost 100% of middle-aged people need eyeglasses” is translated
to be “hampir 100% manusia setengah baya memerlukan kaca mata.”
Someone who assesses the accuracy gives 3 for the accuracy, another
one gives 3 for acceptability, and another one give 3 for readability.
Then, it continuously happens till the last sentences of the text. In
the example there are only 3 sentences. After giving scores to every
sentence, the average score can be counted.
106
In the example above, it can be seen that the text number 1 got
3 score in accuracy, 3 score in acceptability, and 3 score in readability.
Text number 2 got 2 score in accuracy, 2 score in acceptability, and
2 score in readability. Text number 3 got 1 score in accuracy, 3 score
in acceptability, and 3 score in readability. The total score for overall
text is 6 points for accuracy, 8 points for acceptability, and 3 points
for readability. The average score is measured by dividing each total
score with the number of text. In the example, there are only 3 text,
the total score for accuracy is 6 points, so 6 divides 3 is 2.0, the total
score for acceptability and readability is 8 points, so 8 divides 3 is
2.67.
Task 6: Assessing translation quality of a text!
In your group, choose a text written in Indonesia language from

a local newspaper in Medan. Then, translate the text into English.
After translating the text, exchange the translation product with
the other group. Your job is to analyze the translation quality of the
translation products made by the other group, and your translation
product will be analyzed the translation quality by the other group.
Report to your lecturer! All the best!
107
REFERENCES
Bogdan, R. C., & Biklen, S. K. (1982). Qualitative Research for Education:
An introduction to theory and methods. Massachusetts: Allyn
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Catford, J. C. (1965). A Linguistic Theory of Translation: An Essay in
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110
Glossary of Terms
Though not exhaustive, this list explains some of the terms and
abbreviations you are likely to encounter in this book.
Backup additional copy of a computer file, usually

on a floppy disk, as a safety measure should
the original file become unusable. Most pro-
grams offer an automatic file backup option.
Billingualism Using two languages in daily life, but not

necessarily in the same context. A person
can be bilingual without having a command
of both languages in the same area.
Copy Term used to denote a quantity of text used

for a specific purpose, e.g. advertising copy
Electronic Publishing Electronic, or computerized, document pro-

duction as opposed to physical document
production.
Hard copy A printed copy of translation or document.
Microsoft Windows A windowing environment and user inter-

face used to operate PCs in a similar manner
to Macintosh.
Scanner A device that scans and digitizes an image

(graphics or text) so that it can be merged
with a word processing or DTP package.
111
Soft copy A document provided on a computer disk.
Source language The language from which you translate.
Spell checker A module within most standard word pro-

cessing packages to check the spelling of
words or detection of unrecognized groups
of characters. This is not a substitute for
proof checking.
Target language The language into which you translate.
112

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TRANSLATION STUDIES: From Theory to Practice

Dr. Farida Repelita Waty Kembaren, M. Hum.

Copyright © 2019, Pada Penulis.

Penata letak: Tim Pracetak Perdana

Cetakan pertama: Maret 2019

Dilarang memperbanyak, menyalin, merekam sebagian

This book is compiled for students of English Education

The students will learn the translation theory step by step,

English lectures at Tarbiyah Faculty, State Islamic University of North

Dr. Farida Repelita Waty Kembaren, M. Hum.

REFERENCES ...................................................................... 108

According to Catford (1965), translation is the replacement of

Source Text Target Text

Hi Ron! Are you OK? • Hai Ron! Apakah kamu baik-baik

• Hai Ron! Apakah kamu baik-baik

In the example above, the first translation sounds unnatural and

According to Newmark (1988), translation is rendering the

According Nida and Taber (1974), translation is a process of

According to Mildred L. Larson (1984), translation is basically a

Thus, according to Larson, translation can be described as

Source text Target text

Siapa nama Anda? What is your name?

In the example above, it can be seen that translator uses different

According to Brislin (1976), translation is the general term

not have standardization or whether one or both languages is based

According to Wolfram Wills (1982), translation is a transfer

Savory (1969) has divided translation into four kinds, namely;

is made for translating texts related to science or techniques, for

C. Translator and Interpreter

On the other hand, an interpreter should be able to translate

Interpreters and translators perform similar task, but in different

conferences, meetings, telephones, and it can take the form of either

Moreover, translators generally work from their home computers,

To sum up, translators and interpreters work with languages,

D. Working as Freelance Translator

1. Submit your application letter, CV, and an example of your

and collaborate with the publishers including your experience

2. Pay attention to Job Vacancies in translation community groups,

Indonesia). In Bahtera, before participating in their discussion,

Following is the Proz online community:

Following is the Translator Spot online community:

Following is the Translator Café online community:

Following is the HPI community:

3. Create a video promotion and leaflet that will promote your

1. Global Translation Community Coursera

It is a community of volunteers and partner organizations

access to a private translator’s portal, invited to occasional special

To become a Coursera Translator, you should fill the form and

2. Google Translation Community

This community is the online translation community that helps

Proz.com is home to the world’s largest translator network.

WP-Translation is a community that aims to be a bridge between

1) Be a member of these translation communities: Bahtera, HPI, Proz,

2) Follow the Twitter or Facebook of these publishers: Gramedia,

3) Create a leaflet and video promotion of your translation agency,

H oed argued that translation errors concern about the language

a. The differences between Indonesian language and foreign

a. Translators do not understand the meaning of words, sentences

According to Hoed, these problems can be solved by applying