Unit: Translation in language education (3 sks)

Dosen: Muhammad Aminuddin, M.Pd., Ph.D

Session 2.

Definitions (translation in general and translation in language learning)

This unit explores translation as the process of conveying meaning from one language (source) to
another (target), which is a valuable tool for language learners. It goes beyond simply swapping
words, requiring an understanding of both languages' nuances. There are two main types: literal
translation, which prioritizes direct word-for-word conversion, and functional translation, which
focuses on delivering the overall message for the target audience. Written translation deals with
text, while oral translation interprets spoken language in real-time. By analyzing source texts and
producing translations, learners reinforce grammar and vocabulary, develop reading
comprehension and writing skills, and gain cultural knowledge. However, challenges exist, such
as untranslatable elements due to cultural differences and the risk of overreliance on translation
tools hindering independent language acquisition.

Introduction

The process of translating meaning from one language plays a fascinating role in
communication. Translation, in its broadest sense, aims to cross language barriers by helping a
source text's meaning find a voice and an effect in a target language. However, Translation, in its
most general sense, refers to the process of transferring the meaning of a text from a source
language to a target language. This definition emphasizes that translation is not just about
replacing words one-for-one, but rather about capturing the overall message, intent, and even
cultural nuances of the source text and expressing them accurately and effectively in the target
language.
translation goes beyond simple word substitution in the particular context of language
acquisition. It turns into a dynamic process that promotes a greater comprehension of both
languages.

Translation in general
The following are definitions of translation based on a number of scholars:

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"Translation is the process of transferring the meaning of a text in one language (the source
language or SL) to a text in another language (the target language or TL)" (Hatim & Munday,
2004, p. 2).

"Translating consists in reproducing in the receptor language the closest natural equivalent of
the source-language message, first in terms of meaning and secondly in terms of style." (Nida &
Taber, 1982, p. 12).

"Rendering the meaning of a text into another language in the way that the author intended the
text" (Newmark, 1988, p. 5).

"Translation transfers a text intended for a source-culture audience into a target-culture text
equivalent in function" (Nord, 1997, p. 13).

"Translation is a form of intercultural communication that involves the reconstruction of textual

meaning for a new audience in a new social context" (Ryan, 2016, p. 11).

"Translation is a decision-making process, and the translator is constantly negotiating a series of

ethical dilemmas" (Bassnett, 2014, p. 12).

"Translation involves a series of choices between foreignization and domestication, strategies

that respectively preserve and eliminate the cultural difference of the source text" (Venuti, 2013,
p. 18)

Task 1

Identify the focus of each definition above.

No Scholars Focus
1 Hatim and Munday: Transfering the meaning of a text
2 Nida and Taber: Reproducing the closest natural equivalent language message

3 Newmark: Rendering the meaning in the way that the author intended the
text
4 Nord: Transfer language in equivalent function
5 Ryan Intercultural communication that involythe reconstruction of
textual meaning
6 Bassnett Decision-making process, constantly negotiating

7 Venuti Series of choices vetween foreignization and domestication

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Translation in language learning

The process of translation, often seen as simply converting words from one language to another,
holds immense potential in the realm of language acquisition. Beyond rote memorization,
translation in language learning becomes a strategic activity. It involves a deep analysis of the
source text, a meticulous reconstruction of meaning in the target language, and a constant
negotiation with cultural nuances. This multifaceted approach fosters a deeper understanding of
grammar, vocabulary, and communication styles, ultimately leading to a stronger grasp of the
target language. Let's explore how translation is defined within the context of language learning,
drawing from recent scholarly perspectives.

Here are some definitions of translation in language learning based on current references

"Translation tasks can be a powerful tool for developing learners' metalinguistic awareness,
particularly with regard to the relationship between form and meaning in language." (Muriel
Lincoln, 2007, p. 182).

Translation in language learning involves the process of converting text or speech from one
language into another while retaining its meaning, style, and tone. It necessitates understanding
and interpreting the linguistic and cultural nuances embedded within the original language and
effectively conveying them in the target language (Schwieter & Benati, 2019).

"Translation in language learning can be seen as a process of interlanguage negotiation, where

learners use their developing knowledge of the target language (TL) to understand and express
meaning in the source language (SL). Learners draw on various strategies, such as literal
translation, paraphrase, and compensation, to bridge the gap between their developing TL skills
and the demands of the translation task" (McWhorter, 2019, p. 428).

"Translation in language learning tasks can foster learner autonomy by encouraging learners to
become active decision-makers, problem-solvers, and critical thinkers as they grapple with the
challenges of meaning transfer across languages and cultures" (Ryan, 2016, p. 372).

"Translation activities in language learning can be designed as tasks that target specific language
skills, such as grammar, vocabulary development, reading comprehension, and writing skills. By
analyzing source and target language texts, learners can improve their overall language
proficiency" (Alcón Soler & Alves, 2018, p. 15).

"Translation in language learning can be enhanced by the strategic use of Technology-Assisted

Translation (TAT) tools. Learners can leverage machine translation for initial understanding,
then focus on refining the translation to improve their target language skills and gain deeper
insights into the source text's nuances." (Carretero González & Muñoz Raya, 2020, p. 112)

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 "Translation in language learning can be a process of identity negotiation. As learners grapple
with transferring meaning across languages and cultures, they encounter and potentially reshape
their own cultural identities and understanding of the world." (Alves, 2017, p. 12)

"Translation activities in language learning can benefit from corpus analysis tools. By examining
real-world examples of language use in the target language through corpora, learners can make
more informed translation choices and enhance the accuracy and naturalness of their
translations." (Flowerdew & McNamara, 2019, p. 321)

Task 2

Identify the focus of each definition above.

No Scholars
1 Mauriel Lincoln A powerful tool for developing learner's metalinguistic
awareness
2 McWhorter The process of interlanguage negotiation

3 Ryan Foster learner autonomy to become active decision-makers,

problem-solvers and critical thinkers.
4 Alcón Soler & Alves Translation activities in language learning can be designed as tasks
that target specific language skills.
5 Carretero González & Muñoz Translation in language learning can be enhanced by the TAT
Raya tools.
6 Alves Translation in language learning can be a process of identity
negotiation.
7 Flowerdew & McNamara Translation activities in language learning can be benefit from
corpus analysis tools.

Task 3

1. What is the difference between translation in general and translation in language

learning?
2. Can you formulate your own definition?

Reference
Alves, Francisco. Translation and Identity in Language Learning. Routledge, 2017.

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Alcón Soler, Francisco & Alves, Francisco (Eds.). 2018. Translation and Language Learning:
Teaching and Learning Activities. Multilingual Matters.
Bassnett, Susan. 2014. Translation Studies (4th ed.). Routledge.
Carretero González, Alicia & Muñoz Raya, Raquel (Eds.). 2020..Technology-Assisted
Translation (TAT) and Language Learning. Springer.
Flowerdew, Lynne & McNamara, Tim (Eds.). 2019. The Palgrave Handbook of Learner Corpus
Research. Palgrave Macmillan.
Hatim, Basil, and Munday, Jeremy. 2004. Translation: An Advanced Resource Book. Routledge.
McWhorter, Kathleen (Ed.). 2019. The Oxford Handbook of Applied Linguistics. Oxford
University Press.
Muriel Lincoln (2007, p. 182).
(https://www.researchgate.net/publication/270491526_Translation_as_a_Learning_
Newmark, Peter. 1988. A Textbook of Translation. Prentice Hall.
Nida, Eugene A., and Taber, Charles R. 1982. The Theory and Practice of Translation.
Hendrickson Publishers.
Nord, Christiane. 1997. Translating Texts: An Illustrated Guide. Benjamins Publishing
Company.
Schwieter, John W., and Benati, Alessandro, eds. 2019. The Cambridge Handbook of Language
Learning. Cambridge University Press.
Ryan, Sherry. 2016. The Routledge Handbook of Translation Studies (2nd ed.). Routledge.
Venuti, Lawrence. 2013. The Translator's Invisibility: A History of Translation. Routledge.

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 Session 3

The role of translation in language learning and Challenges on translation use

in language learning

Investigating the use of translation in an EFL tertiary context

Introduction

Translation has long been acknowledged for its importance in language learning. Even though
once it was argued for the unsuitability to use of translation within the context of foreign
language learning (Brown, 2002; Harmer, 2001) as commonly associated with traditional
grammar translation (Dagiliene, 2012), the recent studies confirm that translation does have a
positive role in language teaching and learning (Teleiba, 2004; Liao, 2006; Karimian and
Talebinejad, 2013; Aktekin and Gliniecki, 2015). Within the pros and cons of the use of
translation in language learning, this study investigates the phenomenon at an EFL tertiary
context in which relatively little research attention has been conducted, particularly in an
Indonesian Islamic university.

Translation nowadays has become a life skill, especially within university students in an EFL
context to cope up with the daily demands of the language use (Teleiba, 2004:73). However,
sometimes the results of their language use are unnatural, awkward, confusing, and misleading
(Nida, 2001; 53). Therefore, their language use fails to meet the standard requirements of the
tasks. In other words, this fact shows that the students have problems with their translation –
linguistic and cultural problems (Teleiba, 2004: 28). With this translation problem in mind,
therefore, it is very important for students at a tertiary level to have basic translating skills as
Teleiba suggests (2004, 40).

Students often use translation to understand the text (Kasmer, 1999: 3). As the texts the students
produce contain errors, as a result the texts are not easily understood. The errors occur since the
students have to fit the meaning of the words into the context of a readable text that everyone can
understand. The common translation errors are related with the form and meaning (Larson,
1984) which are linguistically inappropriate in the target language. Form translation often yield
improper syntax and sentence structures, so that its meaning is unnatural and confusing as Nida
(2001; 53) claims; on the other hand, the meaning translation is often neglected since
equivalence of the word meaning is socially and culturally bounded (Said, 2003: 1). For that

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reason, the text analysis will be conducted to provide an insight into a developmental process of
their translation.

Research questions

From the overview of the study above, the questions of the proposed research are formulated as
follows:

1. What are the beliefs held by the teachers and students regarding the use of translation?

2. How are students’ basic translating skills reflected during classroom activities?

3. How is the meaning making constructed as reflected in students’ translated texts?

Literature review

Investigating the beliefs of the teachers and students regarding the use of translation is an attempt
to reveal the assumptions and practices of the teachers and students in using the translation in
language learning and teaching. The studies conducted by Atkinson (1987) cited in Jadallah and
Hasan (2010) and Maasoum and Mahdiyan (n.d.) encourage the use of translation by the
teachers. Atkinson (1987) urges teachers to use English “where possible”, and first language
“where necessary” (cited in Jadallah and Hasan, 2010). This means that in teaching English as a
foreign language, it cannot be avoided that the use of L1 is present in language learning. This is
also in line with Cook’s suggestion (1992) to make use of L1 while instructing the students (cited
in Kasmer, 1999: 3). Jadallah and Hasan (2010) even said that utilizing translation by the
language teachers is strongly suggested to making students aware of the similarities and
differences between L1 and the FL (p7).

In contrast, the students widely use translation in foreign language learning process (Liao, 2006:
191). Mostly language learners believed translation as a helping strategy in language learning
and teaching (Karimian and Talebinejad, 2013: 609). With this reason, it is no doubt that they
use translation when they try to comprehend the tasks in reading, writing, listening, and speaking
(Liao, 2006: 207). Aktekin and Gliniecki (2015: 18) summarized the use of translation in
language learning by the students that first translation serves as an assisting tool to learn the
source and target language; second, students utilize translation frequently as a learning strategy,
and third the students believed that translation would influence their learning strategies.

As one of the learning strategies, translation can be identified from translating skills the students
have performed. Teleiba (2004: 40) provided four basic translating skills – reading
comprehension, researching, analytical, and composing skills. The first phase of translation starts
with reading the text. If well-comprehended, the text will be easy to understand. However, when
strange words are found, the students would do a researching skill that is to look up the
dictionary, ask the expert, or check the words from other texts. The students must also check the
cohesion and coherence of the text. This task is to ensure analytical skill of the learners. The last

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is to write the text. This composing skill will make sure that the translating skill is reflected in
the form of writing the text.

The text that the students translate reflects the translating skills the students possess. As Nida
said the translated texts are unnatural and awkward, it means the texts are poorly written (2001;
53). On the other hand, the text can be said well- written when the cohesion and coherence work
well. The cohesion refers to the part that is previously mentioned in the text while coherence
refers to the logical understanding when reading the text. The fact that cohesion and coherence
are vital to well-written texts is also supported by Systemic Functional Linguistics (Halliday and
Hassan, 1976). SFL, an approach used in helping construct wellstructured texts, helps verify the
cohesion and coherence of the text by analysing the text. The text analysis using SFL framework
as the study used may reveal the construction of text meaning (Manfredi, 2011). The text
analysis used in this study focuses on modality, ideational grammatical metaphor, thematic
progression and appraisal systems, a model for evaluation recently developed within the
framework of Hallidayan linguistics (Martin & White, 2005 cited in Manfredi, 2011: 49).

Research methodology

The study will use the exploratory design since it describes the phenomenon of the translation
use in foreign language learning as well as seeks for the correlation determined later in the study.
First, to investigate the translation use, the study will collect data from the questionnaires,
followed by interview with the lecturers of English subject in an Islamic university in Bandung,
Indonesia. Direct observation to their classrooms is also needed as it may triangulate the data of
the study. Second, the study investigates the presence of learners’ translating skills used during
the learning by interviewing the selected learners. The third, the data of learners’ translation
works will be used in analysing learners’ texts. The SFL framework (Manfredi, 2011) will be
used to map out the meaning making construction of their translation. To analyse the script of
interviews and translation works (in Bahasa Indonesia), then the study will translate them into
English for easy analysis.

Research benefits and challenges

The idea of bringing the issue of translation use in foreign language learning is that the study
believes that learners’ translating skills bring benefits to improve learners’ acquisition of
English, the language they are learning. With these translating skills, it is hoped the rapid
exchange of information can be managed. In the end, the learners are able to translate any
information for the wider purposes. By doing so, more people that are not familiar with English
can acquire the same information within their own language. Besides the benefits, the research
also faces some challenges. The most obvious challenge is the participants’ English competence
which is relatively poor. This might influence the sorting out of collected data. For instance, the
texts that have too many errors will be discarded since they are not worth analysing. The poor
English competence of the learners might be related to students’ educational background as most
of the students came from madrasahs or pesantrens (Islamic schools) where learning exposures

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to English are relatively limited. With this fact, it is therefore a challenge of the study to cater
with those obstacles. All in all, the findings of the study will provide information to the lecturers
related to the use of translation in their classroom, and for the students who will make most use
of translation as foreign language learning strategy.

References

Aktekin, Nafiye Cigdem, and Gliniecki, Aysegul Uysal. 2015. ELT students’ beliefs about and
strategy use of translation. International Online Journal of Education and Teaching
(IOJET), 2(1). 12-24. Retrieved from
http://iojet.org/index.php/IOJET/article/view/73/102 Brown. 2002. Principles of language
learning and teaching. NewYork. Longman.

Dagiliene, Inga. 2012. Translation as a learning method in English language teaching. ISSN
16482824 KALBŲ STUDIJOS. Retrieved from
http://www.kalbos.ktu.lt/index.php/KStud/article/ viewFile/1469/2164

Halliday, M.A.K, and Hassan, Ruqaiya. 1976. Cohesion in English. Hongkong. Longman.

Harmer, Jeremy. 2001. The practice of English language teaching. Oxford. Longman

Jadallah, Mufeed, and Hasan, Fuad. 2010. A review of some new trends in usng L1 in the EFL
classroom. Retrieved from
http://www.qou.edu/english/conferences/firstNationalConference/pdfFiles/drMufeed.pdf

Karimian, Zainab, and Talebinejad, M.R. 2013. Students’ use of translation as a learning strategy
in EFL classroom. Journal of Language Teaching and Research. Vol.4, No.3,pp.605-610.
Academy publisher manufactured in Finland. ISSN 1798-4769. Retrieved from
http://www.academiypublication.com/isues/past/jltr/vo04/03/21.pdf

Kasmer, Walter. 1999. The role of translation in the EFL / ESL classroom. Retrieved from
http://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/secondlanguage/
kasmer2.pdf

Larson, Mildred L. 1984. Meaning based-Translation. A Guide to Cross – Language Equivalent.

Langham University Press of America, Inc. Langham.

Liao, Posen. 2006. EFL learners’ beliefs about and strategy use of translation in English learning.
Vol.37 (2) 191-215. SAGE publications. London.
Retrieved from

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 http://posenliao.idv.tw/EFL_Learners_Beliefs_about_and_Strategy_Use.pdf

Manfredi, Marina. 2011. Systemic Functional Linguistics as a tool for translation teaching:
towards a meaningful practice. Retrieved from
http://etabeta.univ.trieste.it/dspace/bitstream/10077/9176/1/05-Systemic-
Marina_Manfredi.pdf

Maasoum, Sayeed M.H., and Mahdiyan, Mehdi. n.d. Translation in EFL contexts: a learners’
perspective. Retrieved from http://confnews.um.ac.ir/images/41/conferences/lit/cd19.pdf
Nida, Eugene A. 2001. Contexts in Translating. John Benjamin Publishing Company.
Amsterdam.

Said, Mashadi. 2003. Strategi Penerjemahan untuk konsep Yang tidak dikenal dalam Bahasa
Penerima (Sebuah Kajian tentang Strategi Penerjemahan Konsep yang tidak dikenal dari
Bahasa Indonesia ke Bahasa Inggris). Magister Sastra Program Paskasarjana. Universitas
Gunadarma.

Teleiba, Antar S.A. 2004. A Suggested Programme for Developing Some Basic Translation
Skills of English Majors and its Effect on their Attitudes towards Translation. Retrieved
from http://www.svu.edu.eg/arabic/links/camps/qena/DvlpEducation/cv/manaheg/
antarreasearc h/message/drintarbya/PhD%20Education.pdf

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 Session 4

Types of translation (literal vs. functional, written vs. oral)

Introduction

Translating is much more than just translating words from one language to another. Various
methods are required based on the situation and goal. There are two ends of the translation
spectrum: literal translation, which stresses word-for-word accuracy, and functional translation,
which concentrates on communicating the main idea and how it will affect the intended
audience. But further distinctions are dictated by the shape of the underlying materials. Written
texts need to be carefully examined and recreated in the target language, but oral translations
provide a special difficulty of interpretation in real time, requiring rapid thinking and cultural
awareness.

Literal vs. functional translation

Literal translation

Word-for-word equivalency between the source and destination languages is given priority in
literal translation. The goal of this method is to translate every word from the original text into its
closest equivalent in Indonesian. Although this approach can help novices acquire vocabulary
and sentence structure, it frequently fails to effectively express the desired message. Thus, literal
translations are hampered by grammatical variances, cultural nuances, and idioms. In the event
that the translator fails to take into account the cultural context of the intended audience,
meaning may be lost or misconstrued.

For instance, "Ini hujan kucing dan anjing!" is the direct translation of the English expression
"It's raining cats and dogs!" (This is the Indonesian for "rain cats and dogs!"). Although this
translation is exact in every word, it loses the idiom's metaphorical sense, which denotes a heavy
rain.

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Thus, literal translation places a high value on word-for-word equivalency between the source
and target languages (Snell-Hornby, 2006). This means by locating the closest translations for
each word in the source text in the target language, this method seeks to achieve a direct transfer.
Although it is helpful for novices acquiring vocabulary and sentence patterns, newer studies
highlight its drawbacks. Bassnett (2014) highlights that grammatical variances and cultural
nuances might cause misunderstandings.

Functional translation

On the other hand, semantic equivalency and expressing the intended meaning are given priority
in functional translation. The main goal of this strategy is to make sure the translated material is
understandable, suitable for the target culture, and appealing to the Indonesian readership. The
objective is to convey the same meaning and effect as the original text, even if it means changing
the terminology or sentence structure.

This might entail replacing idioms with more acceptable ones from a cultural perspective or
changing sentence patterns to make them easier to read. For example, imagine translating a
safety instruction sign. A literal translation of "Do not touch" might be "Jangan sentuh" in
Indonesian. While grammatically correct, a more functional approach might be "Dilarang
menyentuh" (Forbidden to touch). This phrasing is more impactful and commonly used on safety
signs in Indonesia.

Therefore, semantic equivalency and communicating the intended meaning are the main goals of
functional translation. This movement towards the target audience is highlighted (Francoeur,
2019). Even if the phrasing or sentence structure needs to be changed, the aim is to make sure the
translated material is understandable, acceptable for the target culture, and appealing to the
intended audience.

Task 4

Which one is literal or functional?

1. Sentence: "Please don't forget to turn off the lights when you leave." (Leaving a message for
a roommate)
A: "Tolong jangan lupa mematikan lampu ketika Anda pergi."
B: "Jangan lupa matikan lampu ya kalau keluar."
2. Sentence: "Can you help me with this?" (Struggling with a task)
A: "Bisakah Anda membantu saya dengan ini?"
B: "Bisa tolong bantu saya ini?"
3. Sentence: "Would you like something to drink?" (Offering hospitality to a guest)
A: "Apakah Anda ingin sesuatu untuk diminum?"

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 B: "Mau minum apa?"
4. Sentence: "I completely disagree with your opinion." (Expressing strong disagreement in a
debate)
A: "Saya sama sekali tidak setuju dengan pendapat Anda."
B: "Menurut saya, pendapat Anda kurang tepat."
5. Sentence: "Let's go see a movie this weekend!" (Suggesting an activity to a friend)
A: "Mari kita pergi menonton film akhir pekan ini!"
B: "Nonton film yuk weekend ini!"
6. Sentence: "Due to unforeseen circumstances, the event has been postponed."

A: "Karena keadaan yang tidak terduga, acara ini telah ditunda."

B: "Karena alasan tertentu, acara ini ditunda."

7. Sentence: "The book explores the complex themes of love and loss."

A: "Buku ini menggali tema cinta dan kehilangan yang rumit."

B: "Buku ini mengisahkan tentang cinta dan kehilangan yang rumit."

8. Sentence: "Congratulations on achieving your goal!"

A: "Selamat atas pencapaian tujuan Anda!"

B: "Selamat atas keberhasilan Anda!"

9. Sentence: "The instructions are clearly written and easy to follow."

A: "Instruksi ditulis dengan jelas dan mudah diikuti."

B: "Petunjuknya ditulis dengan jelas dan mudah dipahami."

10. Sentence: "We apologize for any inconvenience caused."

A: "Kami mohon maaf atas ketidaknyamanan yang terjadi."

B: "Kami mohon maaf atas ketidaknyamanan yang ditimbulkan."

Written vs. oral translation

Introduction

There is no one-size-fits-all translation work. While the basic concept of translating meaning
between languages remains the same, the methods employed vary depending on the source

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material. Written translation, on the one hand, provides a thorough examination and replication
of a text in the target language. Conversely, oral translation poses an ever-changing dynamic
problem of interpretation in real time, requiring rapid thinking, cultural sensitivity, and the
capacity to adjust to the spoken language's flow.

Written translation

Written translation is described as translating written content from one language to another while
maintaining its tone, style, and meaning (Nord, 2018). She further contends that it necessitates a
thorough comprehension of idioms, cultural nuances, and linguistic realisations in addition to the
source and target languages. Linguistic precision, cultural awareness, and the capacity to
properly transmit the intended message in the target language are necessary for effective textual
translation. 'Skopos,' or the intention behind the translation, is another important factor, as Nord
(2018) notes that skopos helps the translator choose the best strategy, whether it is to stick
closely to the original text or make sure the translated text serves the intended purpose in the
target culture.

The provided examples may illustrate what written translation looks like.

Technical document: Imagine translating a user manual for a mobile phone. A literal translation
might be factually accurate, but it wouldn't capture the clear and concise tone needed for such a
document. The translator would likely rephrase sentences for better readability and use common
technical terms in the target language.

Legal document: Legal contracts require precise wording to ensure enforceability. Here, the
translator would prioritize accuracy over stylistic flourishes but would still need to ensure the
translated document reads naturally and conveys the intended legal meaning within the target
legal system.

Marketing brochure: A brochure promoting a tourist destination would benefit from a

translation that captures the inviting and persuasive tone of the original. The translator might use
vivid verbs and cultural references familiar to the target audience to create the same positive
impression.

Literary novel: Translating a novel is a complex task that requires preserving the author's
unique voice and style. The translator might need to adapt cultural references or jokes to be
understandable in the target language while still conveying the overall sentiment and humor of
the original text.

Task 5

Choose the proper written translation of the following sentences.

Technical Translation (no 1 and 2)

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1. To ensure optimal performance, the engine oil should be replaced every 5,000 kilometers
or 6 months, whichever comes first.

A: Untuk performa optimal, oli mesin harus diganti setiap 5.000 kilometer atau 6 bulan,
tergantung mana yang lebih dulu tercapai.

B: Untuk performa mesin terbaik, oli mesin dianjurkan diganti setiap 5.000 kilometer atau
6 bulan sekali, tergantung mana yang lebih dulu.

2. The device is equipped with a user-friendly interface and intuitive controls, making it
suitable for users of all skill levels.

A: Perangkat ini dilengkapi dengan antarmuka yang ramah pengguna dan kontrol yang
intuitif, sehingga cocok untuk pengguna dari semua tingkat keahlian.

B: Alat ini memiliki tampilan yang mudah digunakan dan kontrol yang intuitif, sehingga
ideal untuk pengguna dari berbagai level kemampuan.

Legal Documents (no 3 and no 4)

3. This agreement is binding upon and inures to the benefit of the parties hereto and their
respective successors and permitted assigns.

A: Perjanjian ini mengikat dan berlaku untuk para pihak dalam perjanjian ini dan para
penerus serta penerima hak yang sah masing-masing.

B: Perjanjian ini mengikat dan menguntungkan para pihak dalam perjanjian ini dan ahli
waris serta penerima hak yang sah mereka.

4. The seller warrants that the product is free from any defects in materials or workmanship for
a period of one year from the date of purchase.

A: Penjual menjamin bahwa produk ini bebas dari cacat bahan atau pengerjaan selama satu
tahun sejak tanggal pembelian.

B: Penjual menjamin bahwa produk ini bebas dari kerusakan material atau kesalahan
produksi selama satu tahun dari tanggal pembelian.

Marketing Brochure (no 5 and no 6)

5. Experience luxury redefined with our premium collection of handcrafted leather bags.

A: Nikmati definisi ulang kemewahan dengan koleksi tas kulit premium buatan tangan kami.

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 B: Rasakan pengalaman mewah yang tak terlupakan dengan koleksi tas kulit premium
buatan tangan kami.

6. Unleash your inner adventurer with our all-new range of durable and lightweight hiking
boots.

A: Bebaskan jiwa petualang Anda dengan rangkaian sepatu hiking terbaru kami yang kuat
dan ringan.

B: Keluarkan jiwa petualang Anda dengan koleksi sepatu hiking terbaru kami yang tangguh
dan ringan.

Literary Novel (no 7)

7. Sentence: The rain lashed against the windowpanes, mimicking the rhythm of her
pounding heart.

A: Hujan mengguyur jendela, meniru detak jantungnya yang berdebar.

B: Hujan deras menghantam jendela, seperti irama detak jantungnya yang berdebar
kencang.

Oral or dialogue translation

Unlike standard text translation, dialogue translation prioritizes natural communication over
literal accuracy. This focus goes beyond just the words themselves, requiring translators to
capture the flow, context, and speaker intent (Zhang, 2018). He further argues that preserving
unique character voices and ensuring the dialogue feels natural in the target language is crucial,
even if it means rephrasing or using different expressions.

Dialogue translation prioritizes natural communication over pinpoint accuracy in English.Here

are some Indonesian context examples to illustrate the difference:

Literal vs. Natural: Imagine two friends catching up. One asks, "How are you?" A literal
translation might be "Apa kabar?" or "Gimana kabarnya?"

Preserving Character Voice: “A literal translation might capture the content, but it wouldn't
convey their personality.” The translator would need to find expressions in Indonesian that match
the character's gruff demeanor. For instance, instead of "Nothing special," the detective might
say, "Ya gitu deh" (Just like that) or "Biasa aja" (Nothing much).

Humor and Idioms: Jokes and idioms often don't translate well word-for-word. A translator
might need to find a completely different turn of phrase to preserve the humor or meaning of the
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original line. For example, a literal translation of "It's raining cats and dogs" wouldn't be natural.
The translator could use an equivalent idiom like "Hujan lebat sekali" (It's raining very heavily).

Task 6

Choose the more acceptable translation.

1. Literal vs. Natural Translation

Friend 1: "Hey, that movie was amazing!"

Friend 2: "Yeah, no kidding. The special effects were incredible."

A: Teman 1: "Hei, film itu luar biasa!"

Teman 2: "Ya, tidak main-main. Efek spesialnya luar biasa."

B: Teman 1: "Waw, filmnya keren banget!"

Teman 2: "Iya, parah! Efeknya keren abis."

2. Preserving Character Voices

Two teenagers are chatting about a school project.

Teen 1: "Ugh, this project is due tomorrow and I have no idea what to do."

A: Remaja 1: "Ugh, proyek ini besok jatuh tempo dan saya tidak tahu harus berbuat apa."

B: Remaja 1: "Duh, PR ini besok deadline, gue belum ngapa-ngapain."

3. Humor and Idioms

Friend 1: "I'm so swamped with work lately. I feel like I'm drowning!"

A: Teman 1: "Saya sangat sibuk dengan pekerjaan akhir-akhir ini. Saya merasa seperti
tenggelam!"

B: Teman 1: "Gue lagi pusing banget nih sama kerjaan. Kayak mau tenggelam aja!"

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 Colleague 1: "Hey, good luck with your presentation today! Don't break a leg!"

A: Rekan 1: "Hei, semoga sukses dengan presentasi Anda hari ini! Jangan patah kaki!"

B: Rekan 1: "Semangat ya buat presentasinya! Jangan grogi!"

References

Bassnett, S. (2014). Translation studies. Routledge.

Francoeur, A. (2019). The Routledge handbook of translation and interpreting. Routledge.

Snell-Hornby, M. (2006). Translation studies: An integrated approach. John Benjamins

Publishing Company.

Zhang, Songni. 2018. On Novel Dialogue Translation from the Perspective of Adaptation
Theory: A Case Study of Katherine Mansfield’s Short Stories. Proceedings of the 2018
5th International Conference on Education, Management, Arts, Economics and Social
Science (ICEMAESS 2018). Atlantis Press.

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