Teaching on Translation

and Interpreting

FAHRURROZI

SAROH FITRIANI

SUMAHAYANI

ENGLISH DEPARTEMENT OF
MAGISTER DEGREE PROGRAM OF MATARAM UNIVERSITY
2017

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A. Introduction
Interpreting and translation are two closely related linguistic
disciplines. On the surface, the difference between interpreting and translation
is only the difference in the medium; the interpreter translates orally, while a
translator interprets written text. Both interpreting and translation presuppose
a certain love of language and deep knowledge of more than one language.
The key skills of the translator are the ability to understand the source
language and the culture of the country where the text originated, then using a
good library of dictionaries and reference materials, to render that material
clearly and accurately into the target language.
In other words, while linguistic and cultural skills are still critical, the
most important mark of a good translator is the ability to write well in the
target language. An interpreter, on the other hand, must be able to translate in
both directions on the spot, without using dictionaries or other supplemental
reference materials. Interpreter must have extraordinary listening abilities,
especially for simultaneous interpreters need to process and memorize the
word that the source language speaker is saying now, while simultaneously
outputting in the target language the translation of words the speaker said 5-
10 seconds ago.
As Duff (1989) says, teachers and students now use translation to
learn, rather than learning translation. Modern translation activities usually
move from L1 to L2, (although the opposite direction can also be seen in
lessons with more specific aims), have clear communicative aims and real
cognitive depth, show high motivation levels and can produce impressive
communicative results.

B. Translation Methods
Refers to the way a particular translation process is carried out in
terms of the translator’s objective. It is referred to the whole texts. According
to Newmark (1988b) , translation methods relate to whole texts, translation
procedures are used for sentences and the smaller units of language.

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a. Word-for-word translation
The SL word order is preserved and the words translated singly
by their most common meanings, out of context.
Example: There is a book on the table.
Ada sebuah buku di atas meja.
b. Literal translation
The SL grammatical constructions are converted to their nearest
TL equivalents, but the lexical words are again translated singly, out of
context.
Example: It’s raining cats and dogs.
Hujan kucing dan anjing
c. Faithful translation
Produce the precise contextual meaning of the original within the
constraints of the TL grammatical structures.
Example: He is a broker in Bursa Efek Jakarta
Dia seorang pialang di Bursa Efek Jakarta
d. Semantic translation
Only, in as far as it must take more account of the aesthetic value
of the SL text.
Example: He is a book worm
Dia seorang kutu buku
e. Adaptation
The freest form of translation, and is used mainly for plays
(comedies) and poetry; the themes, characters, plots are usually
preserved, the SL culture is converted to the TL culture and the text is
rewritten.
f. Free translation
Produces the TL text without the style, form, or content of the
original.
Example: Tatik is growing with happiness
Tatik hatinya berbunga-bunga

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 g. Idiomatic translation
Reproduces 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.
Example: You’re cheery mood
Kamu keliatan ceria
h. Communicative translation
The exact contextual meaning of the original in such a way that
both content and language are readily acceptable and comprehensible to
the readership (1988b: 45-47).
Example: Beware of the dog!
Anjing itu galak!

C. How to teach translation and interpreting

Teaching translation and interpretation takes creativity. A teacher
needs to be able to excite students about the process, and prospects, of
translating texts into language so that everyone can enjoy the wealth of stories
and ideas a writer wants to share with the world. Interpretation and translation
go hand in hand -- if a translator only can guess at a matching word, he or she
is not doing the work to find the most accurate diction to transmit the author's
meaning to the page.
Pham Vu Phi Ho (2015) states that translation/interpretation is a hard
work for not only the students but also the teachers/lecturers. The students
often have limited knowledge about vocabulary, grammatical structures,
context knowledge, cultural issues, and even knowledge of their native
language, so they could hardly produce a good translated version.
a. There are five steps to teach translation in the class.
1. Introduce a compelling text in the foreign language to get students
interested in translation. If students are learning to translate French
into English, start with short stories. This way, they will know if they

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 are reading correctly into the story, by following the plot and how
characters and conflict develop.
2. Bring in audio-books. Choose a book on tape or CD for the class. Use
a language lap, equipped with headsets for each student. Encourage
students to listen to the cadence of the narrator's voice versus spoken
speech. For example, listen to the tone of a French novel, or a Beckett
play.
3. Ask students to read the novel or play in the original language after
listening. After hearing the story told in the French language, the
student will likely be prone to reading the work with French in the
student's mind, not his or her native language. While listening, ask
students to interpret the meaning of the novel by translating passages.
For example, students may read a Balzac novel in French and select a
few passages to translate into English, or the native language. Help
students discover subtle language choices that give the audience a
sense of the author's tone and objective in the writing.
4. Blend in music. Play a Spanish, German, Japanese, French or
Norwegian song, for example. Ask students to translate the lyrics into
their native language. In the process, encourage students to interpret
the meanings of the lyrics. For instance, a Spanish songwriter may be
addressing the hurt and lingering agony of the Spanish Civil War, or
celebrating the triumph of a free country.
5. Translate a news story. Ask students to record by audio a news
program and translate the program into the foreign language, such as
French, German or Spanish. Let each student present the news story in
his or her own style. For instance, students can film themselves
reciting the news text by memory in a news-anchor style. Or, students
can record the news program, translate it into their native language,
and read it in both versions to the class.
b. Six Phases To Teach Interpreting

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 In order to build an interpreting capacity regarding skill,
knowledge, and experience for the students, the six phases below are
strongly recommended.

PHASE-ONE: Teacher — Student acting as Speaker — Interpreter

1. Teacher's preparation outside the classroom
Teacher prepares twenty topics of discussion in descriptive
discourse. One-half are in English and the other half are in Indonesian.
S/he may use some selected slides to support the presentation.
2. Preparation in the classroom before the presentation
a. A table with two chairs are well arranged in front of the class.
b. A unit of computer and a projector set are well set up in the class
c. The first five students are randomly selected for the first session.
Each student spends 5-10 minutes to practice including the
teacher's and peers' comments.
d. The students are told to give comments and raise questions after
the talk. This practice is conducted in the form of Presentation-
Discussion.
e. The students are told to follow the process of interpreting in this
practice such as Speaking: presentation (by the teacher)
Interpreting (by the student) Speaking: comments and questions
(by the students as audience) Interpreting (by the student)
Speaking: responses to the comments and questions from the
audience (by the teacher) Interpreting (by the student).
f. An assessment sheet is distributed to each student to assess the
performance of their peer.
3. Interpreting Practice ( the first 10 topics in descriptive form are from
English into Indonesian and the next 10 topics are in the opposite
direction)
a. Teacher speaks on a particular topic in English /Indonesian
b. Student interprets into Indonesian /English

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 c. The rest of the students listen, fill in the assessment sheet, and note
down things to give comments and questions on in Indonesian
/English.
d. Teacher and the students give comments on the student's
performance regarding strategies and language use.

PHASE-TWO (A): Student — Student acting as Speaker — Interpreter

(giving a presentation from a formally set up table)
1. Student's preparation outside the classroom.
a. Students are assigned to prepare two topics of discussion one is in
English and the other is in Indonesian. Both are expository
(argumentative) discourses.
2. Preparation in the classroom before the presentation.
a. A table with two chairs are well arranged in front of the class
b. The students are told to form pairs. Each pair spends 5-10 minutes
to practice including the teacher's and peers' comments.
c. The students are told to give comments and raise questions after
the talk. This practice is conducted in the form of Presentation-
Discussion.
d. The students are told to follow the process of interpreting in this
practice such as Speaking: presentation (by the student speaker)
Interpreting (by the student interpreter) Speaking: comments and
questions (by the students audience) Interpreting (by the student
interpreter) Speaking: responses to the comments and questions
from the audience (by the student speaker) Interpreting (by the
student interpreter).
e. An assessment sheet is distributed to each student to assess the
performance of their peer.
3. Interpreting Practice (the first 10 topics in expository (argumentative)
form are from English into Indonesian and the next 10 topics are in the
opposite direction)
a. Student speaker speaks on a particular topic in English /Indonesian

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 b. Student interpreter interprets into Indonesian /English
c. The rest of the students listen, fill in the assessment sheet, note
down things to give comments and questions in Indonesian
/English
d. Teacher and the students give comments on the student
interpreter's performance regarding strategies and language use.

PHASE-THREE: Tape Player / CD Player — Student acting as Speaker

— Interpreter
1. Teacher's preparation outside the classroom.
a. Teacher selects particular short talks both in English and in
Indonesian from various recordings. All are narrative, repartee, and
dialogue discourses
b. Teacher plays the tapes / CDs to ensure they are in good condition
c. Teacher copies or records the selected topics from different tapes /
CDs into a new tape / CD
d. Teacher checks and tests the tape player / the CD player
2. Preparation in the classroom before the presentation
a. A table with a chair is well arranged in front of the class
b. A tape player / CD player is put on the table and it is reachable for
the teacher to operate.
c. The students are told to give comments on their peers' performance
after the talk. This practice is conducted in the form of 'Talk' or
'Lecturing' (one way communication)
d. The students are told to follow the process of interpreting in this
practice such as Speaking: presentation (through the tape player /
the CD player) Interpreting (by the student).
e. An assessment sheet is distributed to each student to assess the
performance of their peer.
3. Interpreting Practice (the first part is from English into Indonesian and
the second part is in the opposite direction)

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 a. Teacher plays the tape / the CD of an English / Indonesian short
talk with a pause each time to give the student a chance to interpret
b. Student interprets into Indonesian / English
c. The rest of the students listen, fill in the assessment sheet, and note
down particular things to comment on.
d. Teacher and the students give comments on the student interpreter
performance regarding strategies and language use.
e. Teacher replays the tape / the CD to check the language used for a
discussion and correction purpose.

PHASE-FOUR: VCD player — Student acting as Speaker — Interpreter

1. Teacher's preparation outside the classroom.
a. Teacher selects particular short talks both in English and in
Indonesian from the VCDs stored in the library / resource center or
if permitted records from / through any websites. All are hortatory
and procedural discourses.
b. Teacher plays the VCDs to ensure they are in good condition
c. Teacher makes a copy of the selected topics from different VCDs
into a new VCD
d. Teacher checks and tests the VCD player set or built-in VCD
player in the portable computer
e. Teacher tests the TV monitor or the projector (LCD) set and a
screen
2. Preparation in the classroom before the presentation
a. A table with two chairs are well arranged in front of the class
b. A VCD player and a TV monitor or a projector are well-arranged
and they are reachable for the teacher to operate.
c. The students are told to form pairs. Each pair (one interprets the
interviewer's talk and the other one interprets the interviewee's)
spends 5-10 minutes to practice.
d. The students are told to give comments on their peers' performance
after the talk. This is conducted in the form of 'Interactive Talk'

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 e. The students are told to follow the process of interpreting in this
practice such as Speaking: presentation (through VCD player)
Interpreting (by a pair of students).
f. An assessment sheet is distributed to each student to assess the
performance of their peer.
3. Interpreting Practice (the first part is from English into Indonesian)
a. Teacher plays the VCD on an English / Indonesian talk with a
pause each time to give chance to the student to interpret.
b. Student interprets into Indonesian / English
c. The rest of the students listen, fill in the assessment sheet, and note
down particular things to comment on.
d. Teacher and the students give comments on the student
performance regarding strategies and language use.
e. Teacher replays the VCD to check the language used for a
discussion and correction purposes.

PHASE-FIVE: Radio — Student acting as Speaker — Interpreter

1. Teacher's preparation outside the classroom.
a. Teacher checks the condition of the radio and tests its sound
quality
b. Teacher prepares a blank tape to record the news and other
programs broadcasted during the class for a discussion and
feedback purpose
2. Preparation in the classroom before the radio broadcasting
a. A table with a chair is well arranged in front of the class
b. A radio and a tape recorder with a blank tape in it to record the
news and other programs are well arranged and are reachable for
the teacher to operate.
c. All students are told make notes of the main points of the news or
talks from the radio programs and do the interpreting afterwards.
Each student spends 5-10 minutes to do the job. The teacher and
the peers also provide comments and questions.

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 d. The students are told to follow the process of interpreting in this
practice such as Speaking: presentation (through radio)
Interpreting (by each student in the way of noting down the main
points or making a summary) Conveying (by the student) the
message based on the points or a summary made.
e. An assessment sheet is distributed to each student to assess the
performance of their peer.
3. Interpreting Practice (first part is from English into Indonesian)
a. Teacher switches on the radio on an English / Indonesian news or
talk show and presses the recording button at the same time
b. Each student interprets into Indonesian / English by making a
note of the main points or making a summary on a piece of paper
c. Each student is randomly selected to speak to the class by
elaborating on the main points written down.
d. The rest of the students listen, fill in the assessment sheet, and
make notes of particular things to comment on.
e. Teacher and the students give comments on the student interpreter
performance regarding strategies and language use.
f. Teacher plays the recording to check the language used for a
discussion and correction purpose.

PHASE-SIX: TV News Broadcasting — Student acting as Speaker —

Interpreter
1. Teacher's preparation outside the classroom.
a. Teacher checks the condition of the TV set
b. Teacher prepares a blank VCD to record the news or other
programs for a discussion and feedback purpose
2. Preparation in the classroom before the broadcasting
a. A table with a chair is well arranged in front of the class
b. A ready-to-switch-on TV set and a blank VCD in the player to
record the news program are well arranged and are reachable for
the teacher to operate.

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 c. All students are asked to make note of the main points of the news
or talks from the TV programs. Each student spends 3-5 minutes to
retell, from his notes, the points in the receptor language.
d. The students are told to follow the process of interpreting in this
practice such as Speaking: presentation (through TV)
Interpreting (by each student in the way of making note of the
main points or making a summary) Conveying (by the student)
the message based on the points or a summary made.
e. An assessment sheet is distributed to each student to assess the
performance of their peer.
3. Interpreting Practice (the first part is from English into Indonesian)
a. Teacher switches on TV on an English / Indonesian news and other
intended programs then presses the recording button on the VCD
player at the same time
b. Student interprets into Indonesian / English by making note of the
main points or making a summary on a piece of paper.
c. Each student is randomly selected to speak to the class by
elaborating on the main points written down with a support of a
replay recording.
d. The rest of the students listen, fill in the assessment sheet, and note
down particular things to comment on.
e. Teacher gives comments on the student interpreter performance
regarding strategies and language use.

D. Conclusion
• Teaching translation/interpretation is a hard work for not only the students
but also the teachers/lecturers. The students often have limited knowledge
about vocabulary, grammatical structures, context knowledge, cultural
issues, and even knowledge of their native language.
• Teaching translation and interpretation takes creativity. A teacher needs to
be able to excite students about the process, and prospects, of translating

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 texts into language so that everyone can enjoy the wealth of stories and
ideas a writer wants to share with the world.

E. References
Larsen-Freeman, Diane. 2000. Techniques and Principles in Language
Teaching. Oxford: Oxford University Press.
Larson, Mildred L. 1984. Meaning-Based Translation: A Guide to Cross-
Language Equivalence.Lanham: University Press of America, Inc.
http://kiflipaputungan.wordpress.com/2010/06/12/metode-penerjemahan-
bahasa/

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