[Translation] Function in Developing Student's Potency

THE FUNCTION OF TRANSLATION IN DEVELOPING

STUDENTS’ POTENCY

Anam Sutopo
Muhammadiyah University Of Surarakarta

ABSTRACT
The study of translation is talking about meaning and transferring of messages from source language to target one. In translating a certain text, usually translator uses more than one types of translation. Translation is regarded as a science, a skill and an art. The main problem in this study is how the function of translation in developing students’ potency is. This research aims at describing the function of translation in developing students’ potency. This study uses a descriptive qualitative approach. The data of this research are collected through different ways; direct in-depth interviewing, observation, open questionnaire, and content analysis. The accumulated data are, then, analyzed using interactive analysis model. The findings of the research show that the development of students’ potency is good enough. The development of students’ potency is also ‘dynamic’. This research also finds that the function of translation is also good enough. The translation studies can increase the quality of the students. Generally, there are five functions of translation skill in developing the students’ potency. They are academic, commercial, psychological, practical and social functions.

Keywords: Translation, Skill, and English Department Students

A. INTRODUCTION

Translation activities have a great role in developing science and technology from abroad. The development of developing science and technology depend no more on the natural resources that from time to time has been reduced, but will be more influenced by the quality of human resources. There are many ways to improve the quality of human resources. One of them is by increasing their ability in understanding of the recent knowledge and technology. Meanwhile, it cannot be denied that most of the available books, relevant with knowledge and technology are written in English. Sadtono (1985: 141) says that there are 75 % of the available books, which are collected by Indonesian library are written in English but only 5 % of all readers understand them. It means that the coming of translation is one of the alternative solutions. In other words, we may say that translation can be a bridge in transferring the message from English to Indonesian. By translating books, readers who do not understand English can read and get the knowledge they want.

Translation is not an easy task. It needs a serious attention and concentration. It is due to the fact that the core of translation is a transfer of ‘meaning’ (message). The translator must be careful in replacing meaning from source to target language. It is also hard forbidden for translator to gain or loss the messages. The translator should be able to look for the closest meaning from source to target language. The translator must also keep the excess and mission in the source language then transfer them to target one. If the translator can translate well semantically but cannot move the closest mission, the result of translation is useless. The translator spends his time and energy carelessly. Therefore, to avoid this useless activity and to have a good work, the translator should master not only linguistics and materials that will be translated but also the theory of translation.

Students of English department have a great potency to be translator. This is due to the fact that they get translation subject more than 4 credit points. In their studying, the students will not only focus on discussing the theory but also doing some exercises. Therefore, they really have a wide opportunity to be translator.

The problems of this study are what are the function of translation studies for English department students? And do they (students) get benefit from this subject? Thus, the objectives of this study are to know the function of translation studies for English department students in developing their potency and to get a complete description about their opinion dealing with translation skill.

B. DISCUSSION AND ANALYSIS

1. The Definition of Translation

There are many linguists who have different ways in defining the term of ‘translation’. Catford (1969: 20) states that translation is the replacement of textual material in one language by equivalent textual material in another language. Pinchuk (in Soemarno, 1988: 28) states that translation is also defined as a process of finding a target language equivalent for an source language utterance. Savory (in Nababan 1997: 14) mentions that translation is made possible by an equivalence of thought that lies behind its different verbal expressions.

The other linguist, Nida (1969: 12), explains that translation consists of 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. Mc Guire and Newmark have different definitions too. Mc. Guire says (1980: 2) that translation is the rendering of a source language text into the target language so as to ensure that (1) the surface meaning of the two will be approximately similar and (2) the structure of the source language will be preserved as closely as possible but not so closely that the target language structures will be seriously distorted. Translation is also a craft consisting in the attempt to replace a written message and/or statement in one language by the same message and/or statement in another language (Newmark, 1981: 7)

From those definitions, the writer may conclude that translation is the process of transferring meaning from source language into target one, for example, from English into Indonesian. The translator must be careful in transferring the meaning. It is due to the fact that meaning is very important in translation activity. If the translator cannot get the right meaning from the source language, the result of the translation will be dangerous.

2. Translation Process

Process of translation cannot be away from discussing meaning. Meaning will reflect the message in the text. There are many linguists who have different perceptions about translation process. The followings are some opinions about translation process. Soemarno (1988: 28) says that process of translation is some steps that should be done by the translator before beginning his work on translation field. Those steps are (1) analyzing, (2) transferring, and (3) restructuring. It means that before translating a certain text, the translator follow some steps. The other linguist, Nababan (1997: 13) defines that process of translation is as the series activities which done for transferring the message from the source language to the target language. Nababan, (1997: 13). For this, he also has the same opinion as Soemarno’s. They are analyzing, transferring, and restructuring.

Larson (1991: 135) says that the focus of translation process is on ‘meaning’. While Nida (1975: 80) explains that there are three steps of translation process: (1) analyzing, (2) transferring, and (3) reconstructing. This translation process is commonly used by the other experts in translation studies as seen in diagram below.


SOURCE LANGUAGE RECEPTOR LANGUAGE

(TEXT) (TRANSLATION)

ANALYZING RECONSTRUCTING

TRANSFERRING
(Translation Process according to Nida, 1975: 80)

From those explanations the writer may conclude that the process of translation is some phases that must be followed by the translator in doing his task. The phases consist of analyzing, transferring, reconstructing and restructuring. The task here, of course, is translating a certain text or book from source language to target one.

3. Kinds of Translation

After discussing the definition and translation process, the next discussion is about the kinds of translation. Catford (1969: 21) divides translation into three distinctive types, namely: (1) full translation v.s partial translation, (2) total v.s restricted translation, and (3) rank translation. The distinction between full and partial translation relates to the extent of source language text, which is submitted to the translation process. In a full translation the entire text is submitted to the translation process, that is, every part of the source language text is replaced by target language text material, for examples;

Indonesian :
Aku cinta Indonesia
Dia akan pergi ke sana
Mereka tidak membeli apa-apa

English:
I love Indonesia
He will go there
They didn’t buy anything.

In a partial translation, however, some parts of the source language text are left untranslated. They are simply translated to and incorporated in the target language text, either because they are regarded as ‘untranslate’ or for the deliberate purpose of introducing “local color” into the target language text or even because they are so common and frequently used that translation is not needed. For examples:

Indonesian: a. Saya suka humberger

b. Rock Hudson meninggal karena aids

c. Kami memerlukan mikrofilm

d. Pesinden itu menyanyikan megatruh dengan sedihnya

e. Ibu masak rujak cingur untuk makan siang

English: a. I like humberger

b. Rock Hudsan died of aids

c. We need microfilm

d. The pesinden sang megatruh sadly

e. Mother cooked rujak cingur for lunch.

The distinction between total and restricted translation relates to the levels of language involved in translation. In total translation, source language grammar and lexis are replaced by equivalent of the target language grammar and lexis. The third type of differentiation in translation according to Catford relates to the rank in grammatical hierarchy at which translation equivalent is established. This rank translation can be in the form of: word for word, group for group, sentence for sentence etc. In this type of translation, lexical and grammatical adjustment should be applied to achieve equivalent in terms of meaning. Meanwhile Nababan (1997: 20-33) and Soemarno (1988: 23-28) mention that there are eleven types of translation, namely word for word, literary, free, dynamic, pragmatic, esthetic-poetic, ethnographic, linguistics, semantic and communicative, communicative, and semantic translations.

From those explanation it can be concluded that mainly there are three types of translation. They are (1) word for word translation, (2) literary translation and (3) free translation. Translator never uses only one of them. Usually he uses all of them depending on the text that will be translated.

4. Translation as a Science, Skill and Art.

It is not a new issue to discuss the existence of translation. Is translation as a science, a skill or an art? This problem has been existed along time ago. For example, Carry (in Nababan, 1997: 8) says that translation is an art. Perhaps, this statement is influenced by his specialization in translating literary books. Besides, his competence in translating literary books is skillfully. The similar argument stated by Bornstones (1993: 76). He says that translating poetry is an art and poetry is a product of art. He also explains that the problem of meaning is a part of the core in translation studies and semantics is a part of semiotic, which needs linguistic analyses.

However, it must be understood also that translation is ‘Applied Science’. It is due to the fact that translation needs many aspects. To have a good result of translation, it needs another science, like linguistics, psycholinguistics, sociolinguistics, and the material that will be translated. Jumpelt (1981: 33) argues that translation is a science. This idea is influenced by the background of his knowledge and specialization, which focused his translation on scientific works and technological documents. It is, however, important to know that translation is not ‘inner talent’ only. The ability in translation or translation skill can be transferred, taught and improved from time to time.

Translation can be classified into a skill as well. This skill may be obtained by doing as many as exercises possible. The proverb says that ‘practice makes perfect’. By doing a lot of exercises from day to day, this skill will be achieved. Practice will help trainees or students in mastering this skill.

Actually the question ‘Is translation as an art, a skill or a science?’ is not good question because this question will force us to choose one of them. In fact, we cannot decide that. It is impossible to justify that translation is an art or a science only. It is also difficult to understand that translation is an art or a skill only because in translation process the translator also uses semantic or linguistic analyses.

Based on the explanation above, the writer concludes that translation can be classified as an art, a skill, as well as a science. The next problem will appear when the translator applies them in accordance with the situation.

5. Methodology

This study is a qualitative research. This study is done in Muhammadiyah University of Surakarta. The sources of data are informants, activities and documents. The collected data are taken from an open-questionnaire, in depth interviewing, observation and content analysis. In this study, the writer has 14 informants. The informant consists of 7 lectures and 7 students. To check the validity of data, the writer uses data and method triangulations. Meanwhile, to analyze the collected data, it uses Interactive Analysis as seen in the following diagram:

Collecting data
Drawing conclusion /Verification
Reduction

6. Findings of the Study

Based on the analysis, the writer may conclude that there are five functions of translation skill for students of UMS. They are academic, practical, commercial, psychological, and social functions.

Academic function means that by mastering this skill well, students can improve their academic achievement. It is due to the fact that their reading skill will influence them in understanding the text they read. By having a good skill in translating materials (texts or books), automatically, they can read the text that will be translated well. Without this competence (reading skill) their translation result will be useless. They cannot transfer the message well.

On the other hand, it can be stated also that a good skill in translating texts will influence their academic achievement. Whether agree or not, translation activity may improve their academic performance.

Practical function means that by having a good skill in translating texts, students may apply their ability, especially, in writing research paper. As we know that at the end of their study, students should write a research paper. In this paper they need some quotations taken from scientific books. When they have translation skill, they will have no problem in replacing or rewriting a quotation.

Translation is important because not all books needed as references in writing the research paper are written in English Some of them are written in Indonesian, Japanese or Dutch. After rewriting the quotation in source language, they should explain it in English. In this step, translation skill will help them. So, by understanding this problem we may justify that translation has a practical function.

Translation skill will help students in doing business. Business here means that students can sell their competence dealing with translation skill. Students can promote themselves as translators through newspaper, door to door or writing a banner at home or boarding house as a translator. This activity will support them in getting the consumers. Usually the consumers are also UMS students that do not mater English well. They have problem with translation so they come to the translator.

Commercial function means that students are able to translate and get income. This income is an additional income because their main task is studying. Sometimes, they are not only getting money but also receiving others, like dictionary, clothes, lunch box or dinner.

They, moreover, are able to be an agent of a certain translation service bureau. If they are skillful, of course, the translation service bureau may join with them in carrying out translation business. In his research (Sutopo, 2001: 84) states that usually students do this commercial function in cooperation with a certain translation service bureau. They use 50: 50 system in dividing benefits. The task of bureau staffs are receiving the order and typing the translation result with computer in double spacing. The task of the translator is translating the text using his handwriting. If the price is Rp. 4000,- each pages, so the translator will get Rp. 2000. Usually students who have mastered translation skillfully do this commercial function and they brave enough to do a business.

The next function is psychological function. Translation skill is also concerned with psychological function. Psychological function here means that students who can translate well have a great self-confidence. They also will be prouder and not easy to give up. They may share their knowledge with their friends actively. They are always ready all time during attending the lecture, especially, if they follow teaching learning process subject which explained in English. This function will have a great role in campus, at home, or boarding house. They may show that they are brilliant students. They believe with their own capability, competence, and thought.

Social function means that the translation skill can be used to helping other people. As we know also that human being cannot live individually. He needs friends and environment. He has not only individual thought but also social atmosphere. It is impossible that he does not need other people.

This mutual correlation will reflect a good social interaction among society members. Each person has duty to help one to another. Students can use their competence dealing with translation skill in helping other people, especially their friends. For example they can help their friends who are writing research papers. It is also usual for village people to assume that undergraduate is skillful. Student of university is regarded as a young scientist that should be able to do everything. Therefore, when a village leader wants to translate some important documents into English, he asks him (student) to do this job. By doing this task well, of course, he can feel that translation has social function. This kind of activities can be done also for helping his sisters, brothers, and everyone that needs it.

By understanding those examples, the writer may conclude that translation is able to increase human relationship or friendship as the media for helping one to another. Their activity can be done whenever they want, especially in campus, at home, or boarding house.

C. CONCLUSION

Translation has an important role in developing the knowledge and technology. Translation is not an easy task. It needs a serious attention and concentration. Translation is the process of transferring meaning or message from source into target language. There are three steps in translation process, namely (1) analyzing, (2) transferring and (3) restructuring. Generally there are also three types of translation; (1) word for word translation, (2) literary translation and (3) free translation. Translation is an art, a skill as well as a science. There are five functions of translation skill for students of UMS, namely academic, practical, commercial, psychological, and social functions. Academic function means that by mastering translation skill well, students can improve their academic achievement. Practical function means that by having a good skill in translating texts, students may apply their ability, especially, in writing research paper. Commercial function means that students are able to translate and get income. This income is an extra income because the main task of students is studying. Psychological function means that if students can translate well and correctly, they will have a great self-confidence. Finally social function means that the translation skill can be used to help other people at home, in village or campus.

D. REFERENCES

Bornstones, W. 1993. The Poetics of Translation: History, Theory and Practice. New Haven: Yale University Press.

Catford, J.C. 1974. A Linguistic Theory of Translation. London: Oxford University Press.

Jumpelt, B. 1981. The Science of Translation. London: Academic Press

Larson, M. 1991. Meaning Based Translation, A Guide to Cross-Language Equivalent. New York: University Press of America.

Mc. Guire, L. Selection Examination for Students Interpreters at the University of Ottawa. In canadian Modern Language Review. Vol. IV. No. 44

Nababan M R. 1997. Aspek Teori Penerjemahan dan Pengalihbahasaan. Surakarta : PPS-UNS

Newmark, P. 1987. A Textbook of Translation. Singapore: Prentice Hall

Nida, E A. 1975. Commponental Analysis of Meaning. An Introduction to Semantic Structures. London: Mountain & Co. Publisher..

Sadtono, F. 1985. Pedoman Penerjemahan. P usat Pembinaan dan Pengembangan Bahasa. Jakarta: Departemen Pdan K.

Soemarno, T. 1988. Hubungan Antara Lama Belajar dalam Bidang Penerjemahan, Jenis Kelamin, Kemampuan Berbahasa dan Tipe-tipe Kesilapan. (Unpublished Desertation at Post-Graduate Program of State University of Malang)

Soemarno, T. 1997. Sekitar Masalah Budaya dalam Penerjemahan. Makalah dalam Kongres Linguistik Nasional di Surabaya

Sutopo A. 2001. Persepsi Sivitas Akademika Mengenai Fungsi Mata Kuliah Translation dalam Pengembangan Potensi Mahasiswa. (Unpublished Theses at Post-Graduate Program of Sebelas Maret University of Surakarta)