AMIDA MEILA INDRIASARI (0203515091)

JOURNALS OF TRANSLATION SUMMARY

1. TEACHING TRANSLATION THROUGH THE INTERACTIVE WEB

Rudi Hartono rudi_fbsunnes@yahoo.com Semarang State University, Indonesia

Teaching translation through the interactive web helped translator students

easier, faster, and better translate texts from one language to another one. The article
used online tools that facilitated the teaching translation process, such as search
engines of translation, translation class sites, tutor and learner blogs, and translation
web quests. Practically those online teaching tools were implemented in and out the
classroom. The teacher instructed students through the class sites, tutor blog and web
quest while the students did their translation practices and tasks using search engines
of translation through the learner blogs.
The differences between before and after using the technology are as follows: (1)
t h e s t u d e n t s a r e b e i n g enthusiastic and they learned more the knowledge of
translation than before. (2) The teacher having self-confidence in teaching and the
students did not feel bored in doing their translation job. (3) In general the technology
usage is more economical and save the environment because it is a paperless
technology that can save thousands trees for producing paper.
It can be conclude that: (1) Enhancing the teaching and learning process with
technology leads students literate and adaptive to the global era; (2) By using the internet
technology the students can access more information than reading printed books; (3)
Assigning, doing, and assessing the school tasks by posting on the blogs are more
effective and efficient ways than using pencil-paper or copied paper based system.
In relation to this program, I suggest: (1) All English teacher particularly and all teacher in
general can try from now the internet technology for their teaching and learning in or out
of the classroom; (2) All English learners must be literate on new technology for the
future; (3) Teacher and learners can use internet for multiplying their repertoires of
knowledge and use blog as a medium for bridging communication between a teacher and
students.

2. ISLAMIC MAGAZINE ARTICLES TO ENHANCE STUDENTS’ READING SKILL AND

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BUILD THEIR CHARACTER VALUES

Sirajul Munir1 Rudi Hartono2
1 2
Batusangkar State Islamic Institute, Semarang State
Universitysirajulmunir1974@gmail.com 1, thehartonos@gmail.com 2
Grabe and Stoller (2002) stated that reading strategy knowledge could affect students’
reading comprehension performance. The other factor that affects students’ reading
performance is reading materials. Munir (2013) observed that the success of teaching
reading comprehension depends on English lecturers’ ability to provide reading materials.
The use of Islamic magazine articles can be motivating due to more colorful images,
higher quality papers, layout attractiveness, and accessibility. The use of magazine
articles is not only to enhance students’ reading comprehension, but also to increase their
character values.
Magazine articles are useful media in teaching reading comprehension. Theorists and
researchers noted that the use of magazine in teaching reading comprehension should
consider several factors such as students’ background knowledge (Marzano, 2004),
students’ familiarity with the topics (Asyari, 2008; AlShumaimeri, 2006), and topics of
interest (Harmer, 2001). Nuttall (1996) suggested three main criteria when choosing texts
to be used in the classroom: suitability of the content, exploitability, and readability.
The finding on this article are : 1) most students enjoy reading Islamic magazines in
the reading comprehension class, 2) reading Islamic magazine articles motivates students
to read, 3) reading Islamic magazine articles can enhance students’ reading skill, 4)
reading Islamic magazine articles enrich students’ knowledge, 5) reading Islamic
magazine articles can build students’ character, 6) reading Islamic magazine could be
implemented in all universities, 7) reading longer passages are boring, 8) font size affects
students’ enthusiasm to read, 9) reading poems in the magazine is not interesting.
This research concluded that Islamic magazines are authentic materials which benefit
as essential sources of information for the students. The use of Islamic magazines can be
motivating due to its more colorful, made with quality papers, layout attractiveness, and
accessible by the students. Using Islamic magazines could enhance students’ reading
performance as well as building their Islamic character. The research findings r e c o m m e n d
t h a t t h e t e a c h e r o f R e a d i n g Comprehension should be able to exploit up-to-date
materials in order to avoid students’ boredom to read
3. IS THEORY OF TRANSLATION NEEDED TO BUILD STUDENTS’
TRANSLATION COMPETENCE?
Havid Ardi FBS Universitas Negeri Padang
 AMIDA MEILA INDRIASARI (0203515091)

havid_a@yahoo.com

This article presents the importance of theory of translation in translation training to

build translation competence in revitalizing the teaching of translation. Firstly, the translation
competence is defined. Then, six sub-competences of translation competence are described
and materials given in the translation subject to build students’ competence are presented.
This competence builds students’ awareness in detecting translation problem and finding the
strategy to solve it. Some strategy applied by the translator in his translation (translation
technique) are presented. These techniques are implemented to solve untranslatability. By
introducing these techniques, the students improve their translation competence, especially
in translating untranslatable words or expression. Students’ responses on the materials
related the translation theory \are also presented. This will be useful input for future
improvement for the translation subject
To train students’ awareness in detecting the translation problems might be given
by including the texts that have some sources of untranslatability term. These terms
might come from cultural terms as stated by Newmark (1988), such as, ecology,
material culture (artefact), social culture (work and leisure), organization –customs,
activities procedure, concept), and gesture and habits. By including this terms in
students translation exercise will give more chance to the students how to solve some
translation problems effectively.
It can be concluded that in the translation subject, the activity of learning should
provide theory of translation to the students. This theory will support the students to build
their translation competence especially the sub-competence of knowledge of translation and
strategic sub-competence. This translation competence is needed to produce a good
translation. It can be done by giving special subject on translation theory in the
curriculum, or it may be given inclusively in the translation practice. Moreover, problem-based
translation model will build students’ awareness on how to solve the problem of
untranslatability. By finding specific and suitable strategy will give a better technique in
solving the translation problem. Moreover, by using translation seminar might create
sensitivity and ability in transferring the message appropriately into the target language

4. THE INTEGRATION OF GENRE BASED APPROACH INTO SCIENTIFIC

APPROACH IN WHEN ENGLISH RINGS A BELL TO TEACH RECOUNT
TEXT
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Rizky Nurul Amalia riez.ondmove@gmail.com

Semarang State University, Indonesia
Rudi Hartono rudi_fbsunnes@yahoo.com
Semarang State University, Indonesia

G B A i s d e r i v e d f r o m S y s t e m i c Functional Linguistics from Halliday (1985)

and based on Socio-cultural theory of Lev Vygotsky (1978) as the language learning
theory. The main goal of Genre-based Approach is to make student communicate in
spoken and written text. On the other hand the term ―Scientific Approach‖ (SA)
commenced to be popular when the Ministry of Education and Culture launched a new
curriculum (Curriculum 2013) for elementary and high schools to replace the previous
curriculum. This study analyzed the integration of Genre-based Approach into the
Scientific Approach elements as they are represented in a textbook entitled When English
Rings a Bell published by the Ministry of Education and Culture, Indonesia. This study
used descriptive qualitative method to analyze the integration of two approaches in the
textbook.
The existence of GBA in this textbook especially the Building Knowledge of
Field found in some of Observing and Questioning elements except the revealing of
social purposes of the text. Another activity found as Building Knowledge of Field in
this textbook is establishing tenor by representing graphically status relationship
between listener/reader and speaker/writer in term of power in Observing and
Questioning. Last activity is playing roles of, the students are expected to understand
how the tenor used. They are friends so the tenor established is close and there is no
power.
. The result showed that there were four sections of integrations. The first was the
integration of BkoF into Observing and Questioning in Scientific Approach. The second
was the integration of Modeling of Text (MoT) into Observing, Questioning, and
Collecting Information. The third was the integration of Joint Construction of Text
(JCoT) into Collecting Information and Associating. The last is the integration of
Individual Construction of Text (ICoT) into Communicating. Based on those findings,
Genre Based Approach was represented in Scientific Approach; all of the principles
consisted in Genre-based Approach were accommodated in Scientific Approach
5. MODEL DAN PRINSIP-PRINSIP PENERJEMAHAN IDIOM DAN GAYA
BAHASA DARI BAHASA INGGRIS KE BAHASA INDONESIA
Rudi Hartono*
 AMIDA MEILA INDRIASARI (0203515091)

Translating idioms and figurative languages is more difficult than translating

ordinary expressions. Novel translators usually have problems in translating those aspects
because they should reproduce in the target language (TL) the closest natural equivalence
of the source language (ST) message, firstly in terms of meaning and secondly in terms of
style accepted socio-culturally. Idioms and figurative languages are sometimes not
translated into the acceptable ones in the target language. The solution of those problems is to
provide a model of translating idioms and figurative languages. The model that is designed
here to produce high quality of translation product is Tripartite Cycle Model.
The article presents the things should do or not to do the process of translation and
the resulting product such as:
1. If the metaphor language style translated literally, then the product is not
metaphorical. Different with Newmark (1988), which recommends that the
metaphor should be reproduced in the form of metaphor or if not, it is replaced
with a standard image in the target language or metaphor translates into a figure
of speech (simile).
2. If the style personified translated literally, then the result is not a personification, whereas
according to Hu (2000), Xiaoshu and Dongming (2003) that the the original artistic images
it should be realized in the form of personification anyway or re-generated in the form and
stylistic equivalent in the target text.
3. If the style of figurative language translated literally, then the product is not figurative.
Allusion is one style that has aesthetic value, stylistic, cultural and ideological
significance (Shiyab and Lynch, 2006), therefore the style of this language should
remain strived to be translated by finding its equivalent in the target text, although it is
very difficult to do.
4. If the language style of alliteration did not translate into the form of alliteration, it can
eliminate the literary and aesthetic value that should be maintained in the target text.
Though Xiaoshu and Dongming (2003) suggested that the tone and spirit of the source
text should be able tereflesikan in the target text. This means that, alliteration as one style
that has beauty in the form of the voice, which is pregnant with deep, need attention to
keep it maintained the form and message in the target language.
6. PROBLEMATIKA DALAM PENERJEMAHAN NOVEL
Rudi Hartono
Dosen bahasa Inggris Universitas Negeri Semarang
 AMIDA MEILA INDRIASARI (0203515091)

Email: rudi_fbsunnes@yahoo.com

Translators should not determine the pace just to translate word-by-word or

sentence-by-sentence. He should always consider the entire work, both original work and
the work of translation. Translators have to take the original text as a single integral unit,
although at the time to translate it, he was working part-per-sections only. Translators should
translate into an idiom idiom. Idiom in the source text should be sought equivalent idiom in
the target text, although the words used are not equal. Translators should translate intent
with intent. Words mean in this case means the charge emotion or feeling that was
conceived by a particular expression. An emotional charge in the source language
expression could have been more powerful than the emotional charge of the equivalent in
the target language. Instead, specific expression was more fitting in the source language, but
being clumsy in the target language, if translated literally. Translators should be wary of
words or structures that appeared similar in the source language and the target language, but
actually very different. Translators should dare to change the things that need to be
converted from the source language to the target language explicitly. Event translating
fiction story is the revival of "foreign life" in the "native body". The definition of foreign life
is the meaning of the story in the source language, while the native body is the target
language. Translators should not embellish the original story with decorations that can make
a story in the target language is worse or more beautiful though. The task of the translator is
to revive foreign life before, not enhance, let alone made it worse.
Translate text literary works, is not the same as translating works of non-literary
texts. Translating literary works requires knowledge kesasteraan, language, and cultural
understanding of both the source language (BSU) and the target language (Bsa). Translating
the novel is still considered difficult, so many translators who face a variety of difficulties,
such as language difficulties, analysis, culture, and appreciation. Translators novel or work
of fiction, let others pay attention to some signs translation of novels or other works of
fiction, so as to reduce the difficulties in the process of translation.

7. TEACHING TRANSLATION BY USING A COOPERATIVE WORK

PROCEDURE
(Classroom Action Research at English Department of Language and Arts
Faculty, Semarang State University)
Rudi Hartono
 AMIDA MEILA INDRIASARI (0203515091)

Semarang State University

Translating Indonesian texts into English versions is a complicated task for students to
do. It is shown by them when they do translation in the classroom. The problems usually
come into their mind when they have to search equivalent words, appropriate grammar and
accepted structure for target language they will produce. This scene can be observed when
they do translating activity individually. They just do it themselves without doing
collaboration with their friends. They only look up a dictionary and think of it themselves. In
this situation a teacher just assigns the task and assesses it, no more to do. As a result, the
translation products of the students are poor. Therefore, in order to improve the students’
translation ability and quality of translation, the teacher should teach the students translation
by using a Cooperative Work Procedure (CWP) in their translation process. This procedure
can lead the students be able to translate well and produce good translation products because
they do translating process in a collaborative group.
The research findings inform completely that the Cooperative Work Procedure is
very effective to apply in teaching translation activity because it can create conducive
situations for students to produce a good translation product. By doing collaboration and
discussion, the students in their groups monitored and directed by the teacher can be able to
translate Indonesian texts into English ones successfully.
So, it is suggested that teachers of translation can apply this procedure in their
classroom to overcome their students’ problems and difficulties in translation process,
particularly when they translate the texts from Indonesian into English. Finally their students
will become good and professional translators.

8. TRANSLATING METAPHORES FROM ENGLISH INTO INDONESIAN:

PROBLEMS AND SOLUTIONS
Rudi Hartono
Semarang State University

Translating metaphors is unique and specific. It needs an extraordinary skill and

knowledge because it is different from translating ordinary texts. Translators of metaphors
should pay attention to not only the meaning but also the context and culture of both source
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text and target text. Translating a metaphor is not just transferring the meaning but replacing
the metaphor itself into the target language culturally and contextually accepted. It is
suggested that translator can use semantic translation method when he or she translates
metaphors, reproduces the same metaphors, replaces metaphors with metaphors or translate
metaphors by similes
It is not easy to translate metaphors. Translating metaphors is different from translating
other ordinary expressions or utterances. Metaphors originally represent hidden messages that
need a deep analysis of meaning. All metaphors have connotative meanings, so translators
could not translate them denotatively. In other words, translating metaphors is replacing
the source metaphors with the target ones. Translated metaphors should be accepted in
the target culture and society. Therefore, there are some alternative ways for translators
to do, for examples, using semantic translation method, reproducing the same metaphors
in the target language, replacing the original metaphors with the standard ones in the
target language or translating metaphors by similes

9. TRANSLATION ANALYSIS ON UTTERANCES USED IN DAILY

COMMUNICATION (A PRAGMATIC VIEW BASED ON THE ENGLISH
AND INDONESIAN CULTURAL PERSPECTIVES)
Rudi Hartono
Semarang State University (UNNES), Indonesia

Communication is our daily need. We cannot avoid this in our life because we are human
beings living interdependently one another. Many miscommunications happen every day
particularly the use of English utterances in Indonesian daily-life. This paper focuses on
translation analysis of English utterances used in daily Indonesian communication based
on the pragmatic aspects. The research method used is qualitative research with content
analysis. There were 40 English utterances as the research data taken from some media and
daily talks in Indonesian context. The data were analyzed descriptively by comparing the
source text and the target text according to both English and Indonesian cultural
perspectives. It can be concluded that more than half of English utterances uttered in
Indonesian daily-life communication translated into Indonesian language contain the
implicit meaning. So, it needs a wise way of translating English utterances into Indonesian
utterance to avoid misunderstanding and misleading in daily-life communication.
What is discussed above is about the glimpse study of translation and pragmatic
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problems in daily-life. Understanding pragmatics as a science that examines how language is

used by humans conveys the meaning that the various speech deliveries are strongly
influenced by the speakers’ background knowledge and culture based on their environment.
So, this causes the variety of language meaning as well. The English utterances used in daily-
life communication in Indonesia mostly have dominant implicit meaning. In relation to this
case, the translator must be able to catch the meaning delivered by the speakers both spoken
and written and translate the source utterances into the target ones accurately and politely in
order to avoid the misleading and misinterpretation in doing communication between
different languages and maintain the meaning of the source language and target language as
accurate, natural, cultural as possible

10. Tripartite Cycle Model (TCM): an Alternative Solution for Translating Novels
from English into Indonesian
Rudi Hartono
English Department
Semarang State University, Indonesia
Arif Suryo Priyatmojo
English Department
Semarang State University, Indonesia

Translating novels is a very complicated and hard job because it has many crucial
aspects in the forms of language and contents of message. It is full of specific cultural items
that have deep meanings which are difficult for translators to render. This research tried to
search the novel translation problems in translation documents, translator’ experiences
during translation process, and novel translation readers’ responses, especially on the
problems of translating idioms, metaphors, similes, and personifications. This research used
a qualitative study with Holistic Criticism Approach (Sutopo, 2006) that focused on novel
translation documents (Objective factor), novel translators (Genetic factor), and novel
translation readers (Affective factors). The research instruments used were translation
documents and interview guides. The data were analyzed by using contrastive analysis
(James, 1998) and Interactive Model (Miles and Huberman, 1984). The data of idioms,
metaphors, and personifications were analyzed based on the translation strategies that
covered translation techniques, methods, and idiology. The research results showed that the
translation products were not accurate, natural, and readable yet. Finally as the solution,
 AMIDA MEILA INDRIASARI (0203515091)

Tripartite Cycle Model (TCM) was formulated and designed for novel translators in order
they can produce good quality of translation products.

11. SOCIOSEMIOTIC APPROACH

Translation products before the application of Sociosemiotic Approach contained

the dominant denotative meaning. The meaning that the language used did not represent the
source text and avoided what the author of the text intended. On the other hand the translation
did not touch the target text readers and was not pragmatic, so the translation was not
acceptable in the target readership culturally. In the contrary it was different after the
Sociosemiotic Approach applied in the classroom. Many changed better, for
examples, the translation products used more connotative and associative meanings that
represented the meaning of the source language and author’s intention was
bridged well and could touch the target readership.
Based on the interviews it can be noted that before applying the Sociosemtiotic
Approach in the translation process, the denotative equivalences were more dominant in
the translation products, the translation result was literal and had bias terms of
cultures. However, after the application of Sociosemiotic Approach, the translation was more
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natural and adaptable in the target culture. The content of the story was also more
easily understood by the target readers. Based on the results of the test it was found that
the score comparison before and after the application of the Sociosemiotic Approach
was more significant It was proved that the Sociosemiotic Approach can improve students’
translation quality.