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A STUDY ON TEACHING TECHNIQUES USED IN TRANSLATION 1 AT
ENGLISH DEPARTMENT IN UNIVERSITY OF MUHAMMADIYAH MALANG
PRASETYONO HERDIANTO
English Department
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Abstract
Translation is a pivotal subject which needs to be mastered by students. It is a complex
subject because the students are to have deeper insight in both target language and
source language. The writer derives three purposes from this study which comprise as
follows: 1) to find out the teaching techniques used in Translation I course, 2) to
describe the implementations of teaching techniques used in Translation I course, 3) to
find out the reasons of using teaching techniques in Translation I course
Linked to the purposes above, the writer employed descriptive qualitative research
design. The subject of this study was the translation I lecturer at English Department in
University of Muhammadiyah Malang. In this study, the instruments used by the writer
were observation and interview.
Based on the data analysis, there were eight techniques used in Translation I course.
They were lecturing, small group work or group discussion, presentation, question and
answer, result battle, group performance, peer editing or correction, and singing aloud.
The lecturer implemented those teaching techniques by alternating the techniques in
every meeting. The main reason of using those techniques was the correlation with the
topics. Lecturing was applied to assist the student by delivering or explaining the
materials. Small group work/group discussion was implemented to drag the students into
the actual working atmosphere of translation field and to break the teacher center. In line
with small group work/discussion, peer editing or correction had same reason as well.
Presentation, question and answer, and result battle were used to facilitate the students
unveiling their translation final product/work. Those techniques helped the students to
gain more feedback for improving their work. Moreover, the reason of using group
performance and singing aloud were to avoid the students’ boredom. In a nutshell, the
lecturer employed the teaching techniques satisfactorily, but it still needed some
enhancement for the betterment.
Keywords: teaching technique, technique, translation
INTRODUCTION
Language is what the members of a
particular society speak. “When two or
more people communicate with each other
in speech, we can call the system of
communication that they employ a code.
In most cases, that code will be something
we may also want to call a language”
(Wardhaugh, 2006). Language is a mean
of communication. It has an essential role
for people around the world because
language can be a tool to gain information
and knowledge from every part of world.
As Sapir (in Bassnett, 2002) claims that
language is a guide to social reality and
that human beings are at the mercy of the
language that has become the medium of
expression for their society. Hence, it is a
necessary thing for human life because
human is a social beings that needs a help
from the others.
English as an international
language has a vital role in this era. It is
needed to gain knowledge and information
across the world. English nowadays is
taught in every education level in
Indonesia. In university level, the students
will be taught English in specific way. One
of the subjects that university students
learn is translation subject. This subject
will allow them to know and understand
how to translate from source language into
target language. In addition, translation is
aimed to train its students to be competent
translators and interpreters.
In English Department of
University of Muhammadiyah Malang,
translation is one of the three elective
subjects which can be chosen by the
students. It is clustered with EYL (English
for Young Learner) and BE (Business
English). English Department serves the
introduction of translation studies at the
fifth semester. It is intended to equip
students with understanding of translation
theories and concepts and skills in
translating from English into Indonesian.
After passing Introduction of Translation,
the next stage is Translation I which is
taught in the sixth semester. This stage has
purposes to enlarge the students’
knowledge of translation theories, concept
and also provide several additional
techniques which must be acquired for
being translators or interpreters.
Commonly, Translation is believed
to be complex or difficult subject to be
learned by the students of English
Department. Based on students’ opinion
who have joined this subject, translation is
also a boring subject to adhere because
there are several theories which need
understanding and attention. The students
not only translate the source language or
text but also have to understand the deep
meaning and catch the message from
source language or text. As Nida (2006)
said, “skilled translators must have a
special capacity for sensing the closest
natural equivalence of a text, whether oral
or written”. It means that the translators
have to be able to make the target text
understandable by the readers. The
students need to do it because to be
translators the students have to pay
attention on every language. As Nida (in
Venuti, 2000) states “that since no two
languages are identical, either in the
meanings given to corresponding symbols
or in the ways in which such symbols are
arranged in phrases and sentences, it
stands to reason that there can be no
absolute correspondence between
languages”. This theory is supported by
Bassnett (2002), “no two languages are
ever sufficiently similar to be considered
as representing the same social reality”.
The worlds in which different societies
live are distinct worlds, not merely the
same world with different labels attached.
Based on a fact above, every language is
different and has their characteristics.
However, it has to be learned by the
students because translation is a means of
communication. It is an intercultural
verbal activity (Lvovskaya, 2000: 28)
which is needed when there is a
communication gap between an author of
the source language text and readers of the
target language text.
The difficulty of translation can be
seen from students’ difficulties in learning
translation subject. The students are
frequently influenced by apprehension to
create mistake in understanding and
translating the source text, acquiring the
vocabulary, choosing the theories and
inability to make a good translation. In
translating, students should highlight on
the translation perfectly because the
translator does not know who will read his
translation and the translator will not able
to know the readers’ education background
whether they are in same, lower or higher
level. Accordingly, the translators have to
construct their translation in form which is
easy to understand and it does not sound
foreign.
Those difficulties are not only
experienced by the students, but also the
teachers or lecturers. In this case, they find
themselves incapable to apply suitable
teaching techniques for his exacting
students’ level. In translation class, the
lecturer has to be a facilitator or a guide
who accompanies the students and also
gives contribution about how to use the
theories of translation and how to create a
good translation.
Based on the writer’s experience
that has joined translation class taught by
different lectures, the writer can find the
importance of using techniques in teaching
translation subject. The writer had joined
introduction to translation studies when he
was in fifth semester taught by the lecturer
that did not use appropriate techniques. It
made the students feel bored at the
moment when joining the translation class
and the students got difficulties to
understand the theories for creating a good
translation. It did not only happen to the
writer but also the other students, it was
known since the writer made decision to
retake the course with different lecturers at
seventh semester. There were some senior
students who retook whereas they had
passed the course. The writer himself can
learn that translation class is not too
difficult and boring to learn if the lecturer
knows the good procedures and techniques
to deliver the materials in teaching
translation. Schaffner and Adab (in
Nababan, 2006) say that “translating is a
complex activity”. Hence, the lecturer
must have a lot of teaching experiences,
knowledge and capability to implement
appropriate methods and techniques for the
students’ proficiency needs.
In order to get successful in
teaching, techniques are badly needed by
the teacher. It can be a teacher assistance
to deliver knowledge to students and it can
enlarge students’ ability. Based on Brown
(2000), “techniques are any of wide
variety of exercise, activities, or devices
used in the language classroom for
realizing lesson objectives”. By using
technique, the teacher can reach the goal
of teaching and learning because there are
several ways which will help the teacher to
solve the problems in realizing teaching
and learning purposes. Therefore, teacher
and technique cannot be separated each
other because both of them affect the
teaching and learning target. The teacher
must discover the appropriate technique to
build students’ interest in learning
translation, as it is stated by Cahyono (in
Indahyati, 2008) that the use of the
appropriate technique in teaching will
make the students are motivated in
learning. Nevertheless, the teacher has to
find and use the appropriate technique in
teaching translation.
Due to the fact that Translation is
significant, there are some studies which
related to Translation. One of them was
conducted by Clavijo and Marin (2013)
from Universidad EAN School of
humanities and social science Bogota,
Colombia which is entitled “Identifying
Translation Teaching Strategies: An
Exploratory Study”. This study focuses on
teaching strategies which can develop
translators’ competencies. In this research,
the result of this study is the use of
teaching strategies following the socio-
constructivist approach. Teaching strategy
is also needed in teaching since it has a
same role with teaching technique in order
to create a successful teaching.
Another study was conducted by
Guan (2013) from Dalian University of
Technology, China which is entitled “A
Study on Flow Theory and Teaching
Translation in China’s EFL class”. In this
research, the study uncovers that the
teacher must choose the proper task which
the students have strong interest in and the
well-designed task can encourage the
students’ motivation. Furthermore, this
study reveals that the flow will
significantly improve the students’
learning intrinsic motivation and overall
level.
Based on the study of Amin (2008)
which is entitled “A Study on the
Linguistics Problems faced by the
translation students of English department
at University of Muhammadiyah Malang”,
it was found that the students had many
problems in learning translation such as
when the students translate complex
subjects, separated verbs, separation
between verbs and objects, complex
objects, complex adverbs, compound-
complex sentences, idioms, clippings, and
acronyms. Considering to the research
above, the students’ problems in
translation include grammar and idiomatic
expression.
According to some studies above,
it can be concluded that the difficulties of
translation have to be overcome to make
students easier in learning translation.
Moreover, the teaching method, technique
and strategy are obviously needed to help
the teacher to get successful in teaching
learning process.
Based on the explanation above,
translation is pivotal to be taught to
English learners and the teacher has to be
able to choose the appropriate way to teach
translation. Realizing that, the writer
conducted the research which is entitled
“A Study on Teaching Techniques used in
Translation I course at English Department
in University of Muhammadiyah Malang”.
Problems of Study
1) What are the teaching techniques
used in teaching Translation I
course at English department in
University of Muhammadiyah
Malang?
2) How does the lecturer implement
the teaching techniques in teaching
Translation I course at English
department in University of
Muhammadiyah Malang?
3) Why does the lecturer use the
teaching techniques in teaching
Translation I course at English
department in University of
Muhammadiyah Malang?
Purpose of Study
1) To find out the teaching techniques
used in teaching Translation I
course at English department at
University of Muhammadiyah
Malang.
2) To describe the implementation of
teaching techniques in teaching
Translation I course at English
department at University of
Muhammadiyah Malang.
3) To find out the reasons of using the
teaching techniques in teaching
Translation I course at English
department at University of
Muhammadiyah Malang.
Scope and Limitation
Considering the identification of
problem, the research focuses on the
teaching technique of Translation. The
limitation of this study concerns only on
Translation I class at English department
at University of Muhammadiyah Malang.
Significance of Study
The result of this study is expected
to be able to give some contributions for
lecturers, students, and other researchers.
It is expected to have both theoretical and
practical value for other lecturer in
teaching English subjects which have more
difficulties than the other subjects,
especially in translation. Theoretically, it
can be lecturers’ references in order to
teach translation to students.
Moreover, this study is expected to
be able to give additional information
about an analysis of teaching techniques
especially teaching techniques used in
translation for other researchers. It is also
expected to be a source of their research.
The other researchers who are interested in
doing research about the teaching
techniques used in translation or other
subjects can use this study as a reference.
Definition of Key Terms
Teaching technique: Techniques of
teaching are the day to day activities which
the teacher may design for a particular
lesson (Dhand, 2008).
Translation: Translation is the
replacement of the textual material in one
language (the source language/ SL) by
equivalent textual material in another
language (the target language/ TL)
(Catford in Hartono, 2009). In this study
translation is a subject which is taught in 3
semesters in English department at
University of Muhammadiyah Malang.
Technique: Technique is any of wide
variety of exercise, activities, or devices
used in the language classroom for
realizing lesson objectives (Brown,
2000:16).
REVIEW OF RELATED
LITERATURE
Teaching Methods and Techniques
Method is one of essential
constituents in teaching learning process.
According to Richard and Rodgers (2001),
“Method is the level at which theory is put
into practice and at which choices are
made about the particular skills to be
taught, the content to be taught, and the
other in which the content will be
presented”. Technique is also an important
thing which has to be implemented in
teaching learning process. It is engaged
with method. It means that the technique is
the action of the methods.
Direct Method
Direct Method is not new as with
Grammar-Translation Method. It was
revived as a method when the goal of
instruction is learning how to use a foreign
language to communicate (Larsen-
Freeman, 2004). Direct method is a
popular method in preparing students to
use the target language communicatively.
It has one very basic role: No translation is
allowed.
Based on the theory above, the
purpose of direct method is to make
students can speak or write in target
language for communication. The teacher
has a role as students partner in this
method. According to Larsen-Freeman
(2004), there are some techniques
frequently used by the teachers, for
instance:
a. Reading aloud
Students catch the turns reading
sections of a passage, play, or dialog
out loud. It can be shifted into other
activities which based on the needs.
For instance, it can be singing aloud
when the students are to sing aloud for
the action.
b. Question and answer exercise
This exercise is conducted only in the
target language. Students are asked
questions and answer in full sentences
so that they practice new words and
grammatical structures. They have the
chance to raise questions as well as
respond them.
c. Getting students to self-correct
The teacher of this class has the
students self-correct by asking them to
make a choice between what they said
and an alternative answer he supplied.
d. Conversation practice
The teacher asks students a number of
questions in the target language, which
the students have to understand to be
able to answer correctly.
e. Fill-in-the-blank exercise
This technique has already been
discussed in the Grammar-Translation
Method, but differs in its application in
the Direct Method. All the items are in
the target language; furthermore, no
explicit grammar rule would be
applied.
f. Dictation
The teacher reads the passage three
times. The first time the teacher reads
it at a normal speed, while the students
just listen. The second time he reads
the passage phrase by phrase, pausing
long enough to allow students to write
down what they have heard. The last
time the teacher again reads at a
normal speed, and students check their
work.
g. Map drawing
The class includes one example of a
technique used to give students
listening comprehension practice. The
students are given a map with the
geographical features unnamed.
h. Paragraph writing
The teacher in this class asks the
students to write a paragraph in their
own word s on the major geographical
features of the United States. They can
have done this from memory, or they
can have used the reading passage in
the lesson as a model.
The Silent Way
The Silent Way is used to make the
students able to express their idea, insight,
and emotion. This method’s goal is the
students can absolutely rely on themselves.
Larsen and Freeman (2004) explain that
this method’s characteristics are: 1) the
teacher set up the situation that focus on
students’ attention on the structures of
language; 2) the situations provide a
vehicle for the students perceive the
meaning ; 3) the teacher asks the students
to describe their reaction what they have
learned. The teacher’s role is to create the
environment which encourages the
students to be more active. According to
Larsen and Freeman (2004), the Silent
Way has several techniques, such as:
a. Sound-color chart
The chart contains blocks of color,
each one representing a sound in the
target language. The teacher and later
the students, points to blocks of color
on the chart to form syllables, words,
and even sentences. In this way the
teacher can introduce the stress pattern
for the word. The chart allows students
to produce sound combinations in the
target language without doing so
through repetition.
b. Teacher’s silence
The teacher offer just as much help as
is needed and the teacher will be silent.
c. Peer correction
The students are encouraged to assist
each other when they are experiencing
difficulty.
d. Rods
Rods can be used to provide visible
action or situations for any language
structure. Rods allow students to be
creative and imaginative.
e. Word chart
The teacher and later the students,
points to words on the wall charts in a
sequence so that they can read aloud
the sentences they have spoken.
f. Structured feedback
Students are invited to make an
observation about the day’s lesson and
what they have learned. The teacher
accepts the students’ comment in a non
defensive manner, hearing things that
will help give him direction for where
he would work when the class meets
again.
Desuggestopedia
Desuggestopedia is the application
of the study of suggestion to pedagogy,
has been developed to help students
eliminate the feeling they cannot be
successful or the negative association they
have toward studying and to help them
overcome the barriers to learning (Larsen
& Freeman, 2004). Celce-Murcia (1991)
calls this method an affective-humanistic,
an approach in which there is respect for
student’s feeling. In the past, it was called
suggestopedia and now it is called
desuggestopedia to reflect the importance
placed on desuggesting limitations on
learning (Lozanov and Miller, in Larsen-
Freeman, 2004).
The teacher’s role is as a leader in
the classroom. The teacher is supposed to
active. He or she creates the condition in
the class to be more comfortable (Larsen-
Freeman, 2004).There are some techniques
mentioned in Larsen-Freeman (2004), such
as:
a. Classroom set-up
This is the teacher’s challenge to create
cheerful and bright classroom
environment.
b. Peripheral learning
It is based upon idea we perceive much
more in environment than that to
which we consciously attend.
c. Positive suggestion
The teacher’s responsibility is to
orchestrate the suggestive factors in a
learning situation to help students
break down their barriers to learning.
d. Choose a new identity
The students choose the target
language name and a new occupation.
It means that the students are given the
opportunity to develop an entire
biography about their fictional selves.
For example, they will be asked about
their fictional hometown, family,
childhood, and etc.
e. Role play
Students are asked to pretend
temporarily that they are someone else
and to perform in the target language
as their role.
f. Lecturing
The teacher gives some presentation of
the materials to the students.
g. First concert (active) and second
concert (passive)
The two concerts are components of
the receptive phase of the lesson. After
the story has been introduced by
teacher as related in the dialog and the
students have been asked to pay
attention to some particular
grammatical points which arise in it,
the teacher reads in the target language
which the students have had the copies
of the dialog in both target language
and their native language. The teacher
initiates read in a slow, dramatic
reading which is synchronized with the
classical music. In the second phase,
the students are asked to put their
scripts aside and they simply listen to
the teacher who reads at normal speed
with musical accompaniment. The
content governs the manner the teacher
reads the scripts, not the music, which
is Classical or Boroque.
h. Primary activation
This is the component of the active
phase of the lesson. The target
language dialog is reread by the
students loudly, as individuals or in
groups in particular manner.
i. Creative adaptation
The students engage in various
activities designed to help them learn
the new material and use it
spontaneously. Activities particularly
recommended include singing,
dancing, dramatization and games.
Community Language Learning
This method is used to improve the
students’ ability by their feelings, physical
reaction, and intelligence. According to
Larsen-Freeman (2004), the goal of this
method is the students can learn about
their own learning, take increasing
responsibility for it, and learn how to learn
from one another. The teacher must
recognize how threatening a new learning
situation can be for adult learner as his or
her role. There are some techniques
typically used in this method as mentioned
by Larsen-Freeman (2004), such as:
a. Tape Recording student conversation
Through their native language,
students are asked to have a
conversation. Then, the teacher gives
the students the target language
translation in appropriate- sized
chunks. Each chunk is recorded and it
gives to students.
b. Transcription
The teacher transcribes the students’
tape- recorded target language
conversation. Each student is given the
opportunity to translate his or her
utterances and the teacher write the
native language equivalent beneath the
target language.
c. Reflection on experience
The teacher gives the students an
opportunity to reflect on how they feel
about the learning experience,
themselves as learners, and their
relationship with one another.
d. Reflective listening
The students relax and listen to their
own voices speaking the target
language which has been recorded on
the tape.
e. Human computer
The student chooses some part of the
transcript to practice pronouncing. The
teacher, following the student’s lead,
replicates the word or phrase as often
as student wants to practice it. The
Student’s mispronunciation is not
corrected by the teacher. Through the
teacher’s consistent manner of
repeating, the student tries to imitate
the teacher’s model.
f. Small group task
There are several activities which can
occur with the students working in
small group task. Small group task is
used by the teacher who believes the
students can learn from each other and
they can get more practice with the
target language. It also gives the
opportunity for the students to get
closer to others.
Communicative Language Teaching
Communicative Language
Teaching is used to assist students to
develop their English skills not only
grammatically but also communicatively.
According to Larsen-Freeman (2004), the
goal of this method is to enable the
students use the target language (English)
for communication. The teacher’s role is
as the facilitator of communication in the
classroom and the students are as
communicator. According to Larsen-
Freeman (2004), there are a number of
techniques generally used by the teachers,
such as:
a. Scrambled sentences
The students are given a text which the
sentences are in scrambled order.
Then, they are told to unscramble the
sentences so that the sentences are
restored to their original order.
b. Language games
Games are used frequently in CLT.
The students find them enjoyable, and
if games are suitably designed, it gives
students valuable communicative
practice.
c. Role play
Role plays are very essential or
important in CLT because they give
students an opportunity to practice
communicating in different social.
d. Picture strip story
There are many activities can be done
with picture strip stories. For instance,
the student is given a strip story. The
student shows the first story picture to
the other students and asks them to
predict what the second picture will
look like.
e. Presentation/ student presentation
Students share their work in class and
the teacher has a role as facilitator to
guide or facilitate the students in doing
the presentation. This technique is
supported by the activity named open
sharing among students by giving
question or suggestion/result battle.
In this research, the researcher
attempts to use the theory by Larsen-
Freeman as the main guidance.
RESEARCH METHOD
Research Design
This study belongs to descriptive
qualitative research since there is no
manipulation on the variables, it merely
describes the data in the form of words.
The original data comes from the
Translation I lecturer who is observed to
figure out the teaching techniques used in
teaching Translation I. Therefore, it is
indicated that the research design of this
study is qualitative research design.
Research Subject
The subject of this study is
Translation I lecturer of English
Department at University of
Muhammadiyah Malang. In point of fact,
there are four lecturers who teach
translation in University of
Muhammadiyah Malang. But, there is only
one lecturer who teaches Translation I
course. Moreover, he is predominantly
known as a good lecturer in teaching and
he uncovers various ways in teaching. In a
nutshell, the researcher decides to choose
him as the subject of this study.
Research Instrument
In this study, the researcher uses
some research instruments to collect the
data those are the researcher himself,
observation field notes and interview list.
Human as Instrument
It is believed that only a human
instrument is capable of this task. As the
instrument, the researcher can collect the
data by talking with people in the setting,
observing the activities, and also
interviewing the subject.
Observation
In this research, the researcher
conducted non-participant observation
because he does not participate in the
teaching learning process. The researcher
only observes the kinds of teaching
techniques used in Translation I class. In
observation, the researcher provides
himself with observation field notes to
record the data about teaching technique
used in Translation I class because the
most common method of recording the
data collected during the observation is
field notes.
Interview
This research used semi or partially
structured interview because the researcher
prepared the list of question as interview
guide but he may ask an additional things
which still relates with the research. The
interviewee is a lecturer who teaches
Translation I. Hence, in this research the
researcher used audio recorder while
conducting the interview to avoid miss
information if the researcher used note to
record the information.
Data Collection
In this research, the data are
collected from the result of observation in
translation I class in the form of
observation field notes and interview to
the lecturer of translation I class as the
subject. The data are about teaching
techniques. The procedures of collecting
data are as follows: the researcher attends
twenty meetings in order to observe the
implementation of the teaching techniques
used in translation I class. Furthermore,
this research is emphasized by
interviewing the lecturer to support the
data of observation.
Data Analysis
In this research, the researcher uses
following steps to analyze the data are:
1. Rereading and confirming the
data from the observation and
interview.
2. Analyzing the data which are
obtained from interview and
observation. (the researcher
tries to match the data from
those instrument, the data are
about teaching techniques that
used in Translation I course)
3. Selecting the important data
based on the aims of the
research.
4. Drawing the conclusion.
FINDINGS AND DISCUSSION
Research Findings
In this chapter, the writer presents
the findings of this study with the data
analysis which has been done. The
findings will be further described below.
The teaching techniques used in
Translation I course at English
Department in University of
Muhammadiyah Malang.
There were eight techniques used
by the lecturer in teaching Translation I
which was described below:
1. Lecturing
In Translation I class, the lecturer did
the lecturing technique in pre-teaching
while the lecturer was delivering the
opening of the lesson, in whilst-
teaching while students were working
on their assignment or their task and in
post-teaching while the lesson was
going to the end.
2. Small group work/discussion
Small group discussion or group work
was used by the lecturer in some topics
such as idiom, motion events and
sound and rhythm. In translation class,
this technique was applied in group of
three.
3. Presentation
In translation class, there were two
type of presentation. Firstly, the
presentation was done individually by
the student. Secondly, the presentation
was a group presentation.
4. Question and answer
In translation class, the lecturer and the
students participated in giving question
to the other students who were doing
presentation. Furthermore, they could
also help the students who presented
their work to catch the answer up.
5. Result battle
This technique was used when the
class had a presentation session. The
students could compare their result to
the presenter or other students because
there were students who had similar
task. It is named result battle since they
were like battling their translation
version to one another.
6. Group performance
The students have to sing their work to
ensure that their song translation has
an equivalent rhyme and rhythm with
the original song. In addition, this
technique is a developing of group
presentation technique. The different
between group performance and group
presentation is only in the way the
students present their final work.
7. Peer editing or correction
The students exchange their work and
do the correction on their friend’s
work. It facilitates the students to share
their translation version to other
students. This technique was applied
by the lecturer when the translation
class touched the abstract translation
topic.
8. Singing aloud
The students need to sing loudly
because it can help the other students
easier to catch the way to sing the
performers’ song translation.
Accordingly, the song is able to be
sung jointly by all students. This
technique is the developing technique
of reading aloud. The difference
between them is only in the action,
singing and reading. Consequently, the
name of the technique could be shifted
into singing aloud technique.
The implementation of the teaching
techniques used in Translation I course
at English Department in University of
Muhammadiyah Malang
The implementation of the teaching
techniques will be described in detailed
below:
1. The implementation of lecturing
The lecturer was the center of the
students in front of the class to give the
explanation about the topic which was
going to be learnt at that day. The
lecturer took ten until fifteen minutes
for lecturing. After lecturing, the
lecturer went to the group
work/discussion. In whilst teaching,
the lecturer walked around the class to
give more explanation about the
lesson. The lecturer came to every
group to check their work and also to
solve students’ confusion by giving
some additional explanations.
Sometimes, the lecturer combined it
with some humors while explaining the
lesson. In post-teaching, the lecturer
was being a highlighter to review all
class’s activities. Accordingly, the
lecturing was employed in all phases
of teaching.
2. The implementation of small group
work/discussion
First, the lecturer asked the students to
build up a group of three. The students
were allowed to choose their group
members by themselves. After having
a group of three, the lecturer
distributed the task to the students. In
the group, the students had to create
teamwork skills, for example, the
equality of dividing the task, the
deadline decision, and the group
working schedule.
3. The implementation of presentation
In this section, all group members had
a role to be a presenter. On the other
hand, there was an individual
presentation. It was served by the
lecturer for witnessing the students’
individual work. Every student
presented their work in front of the
class, and there were some students
who had to respond to the presentation
because they had similar task.
Consequently, they could share their
task or their translation version. The
individual presentation was applied to
some topics. They were abstract
translation, idiom, and legal document.
4. The implementation of question and
answer
In translation class, the lecturer was
being the first person to give the
question to the student or students’
group that was doing presentation in
order to stimulate the audiences to ask
the question or to give a response to
the presentation. If there was a
question, there would be an answer.
That sentence represented the activity
in translation class because the answers
not only come up from the presenter
but also it could come up from the
audiences which were also facilitated
or guided by the lecturer. Therefore,
the class actively solved the problems
in togetherness.
5. The implementation of result battle
Firstly, the presenter showed his/her
translation version. Secondly, the other
students would give a response by
unveiling their translation version to
have a comparison. Then, the lecturer
facilitated them to dig out the
appropriate version through the
comparison of their translation version.
6. The implementation of group
performance
First of all, the lecturer explained the
next activity which would be faced by
the students after doing a group work.
Second, the lecturer prepared the stuffs
such as speaker, laptop, and LCD
projector to support the next activity.
Then, the students presented their
group work in form of performance. In
addition, the lecturer gave a freedom to
the students to set their performance.
For instance, the students could sing a
song like karaoke or they could present
an acoustic performance.
7. The implementation of peer
editing/correction
First, the students were asked to
exchange their first translation version
to other students. This technique was
done in pair. After editing and
correcting the first version, the pair
was changed to other students. Then,
the second version which was gotten
from the first peer editing/correction
was corrected and edited by the other
students. Finally, the students got the
final version of their translation and it
was ready to be presented.
8. The implementation of singing aloud
The students had to sing their song
translation loudly to catch the
audiences’ attention. As the result, the
audiences could understand the rhyme
and sing together.
4.1.2 The reasons of using the teaching
techniques in Translation I course at
English Department in University of
Muhammadiyah Malang.
The writer unveiled the reasons of
using those teaching technique briefly
below:
1. The reason of using lecturing
The lecture had a role as facilitator
who guided the students during
teaching learning process. By using
lecturing, the lecturer could help
students to understand the topic easier.
2. The reason of using small group
work/discussion
This technique was intended to create
the students-centered activity. The
students could collaborate with others.
It also imitated the real users in the
future because the students would
work in biro and biro was all about
team. Consequently, students could
improve their teamwork abilities and
feel the actual working atmosphere of
translation field.
3. The reason of using presentation
The presentation could improve the
students’ confident in order to deliver
their words in front of people. It also
had a role to give some suggestions to
the students’ translation product for
betterment.
4. The reason of using question and
answer
It could make the discussion more
active during the presentation. The
students also could acquire some
suggestion from the others in order to
improve their translation product. It
could also increase the students’
critical thinking.
5. The reason of using result battle
The result battle was used to support
the presentation, especially individual
presentation. The students who had a
same task could share and compare
their work during the presentation. It
was intended to help students to gain
more ideas from the others for
improving their translation product.
6. The reason of using group
performance
The group performance was used
because the audiences had to get the
song translation perfectly. It means
that the product not only focused on
the target language but also the rhythm
of the target language which had to
have the same rhythm with the original
song. In addition, this technique could
solve the boredom because the students
could entertain the other students by
their performance.
7. The reason of using peer
editing/correction
Peer editing/correction was applied
because it was more student-centered.
The students could feel secure when
they were correcting their friends work
rather than the feedback from the
lecture because they could make a
flexible way of saying their friends’
work was right or wrong. For example,
“what do you think about my
translation? And they could say based
on my suggestion, your translation
should have more innovation”. They
also could bargain the ideas with their
friends. Furthermore, the students were
to feel the actual job of translation and
translation biro because the one who
would correct their translation was not
the client, the client here means the
lecturer who gave the assignment but
within the group work. Consequently,
peer editing could build up the feeling
of security during the learning, it was
to imitate the actual working
atmosphere of field and it was no
longer teacher-centered and the
lecturer only monitored the activity
during peer editing/correction.
8. The reason of using singing aloud
The combination of group performance
and singing aloud could also entertain
the students because they would not
feel that they were in class. They
would feel that they were in café or in
the concert. The class would be
enjoyable class.
Discussion
The lecturer started the lesson
using lecturing to deliver the materials to
the students. The lecturer could explain the
materials clearly by lecturing. In line with
Bloom’s taxonomy, “lecturing is
especially useful to convey knowledge”.
The small group work/discussion was
implemented by the lecture because the
lecturer desired to improve the students’
teamwork ability and the students could
feel the actual working atmosphere of
translation field. Consequently, they could
learn from the other students. In line with
Larsen-Freeman (2002), the use of small
group task is intended to let the students
share their ideas and the small groups
allow students to have a better way to get
to know each other. Then, the lecturer
gave the chance to the students presenting
their final work. In the presentation, there
were question and answer between the
presenter and the audience. The presenter
not only got the question but also they got
the additional answer or opinions from the
audiences. Accordingly, the students got
their high desirable to share and gain more
ideas. The statement above is supported by
Larsen-Freeman (2002), the question and
answer technique could facilitate the
students learn the target language and they
have the opportunity to raise the question
as well as respond them. The question and
answer was also combined with result
battle, especially in individual presentation
or student’s presentation. Result battle
sustained the question and answer
technique in order to assist the students
discovering more comprehensions about
the topic discussed.
Moreover, there were three other
techniques which were applied by the
lecturer as well. They were group
performance, peer editing/correction, and
singing aloud. Those techniques were
rarely used by the teacher because those
were specialized in one topic. Group
performance and singing aloud were used
in sound and rhythm topic because it had a
correlation with those techniques. Sound
and rhythm topic provided the song
translation task. Then, the task was to be
presented by performing and singing. The
students became the performer and singer
to present their translation product.
Singing aloud was a developing technique
of reading aloud. The different was only in
the action, reading and singing. The last
technique was peer editing/correction/ it
was applied in abstract translation topic.
The purpose of applying this technique
was to secure students’ feeling and the
students could help each others to unravel
the problems. They could share their ideas
to the others in a good manner. There was
no student who said “wrong or right” like
normally teacher said. They referred
saying “what do you think…? Or based on
my opinion…” to those words mentioned
above. In line with Larsen-Freeman
(2002), peer correction encourages
students to help their friend when he or she
is experiencing complexity and it is
necessary that the students offer any help
in a cooperative manner, not competitive
one. As the result, this technique was able
to assist students to solve their problems
and it could create the students friendlier
with one another.
Nevertheless, the lecturer
employed the other things to sustain the
teaching techniques which were applied in
translation I course. In idiom topic, the
lecturer used well-designed tasks named
Javenglish and Surti’s letter. Javenglish
was the bilingual written task which
consists of two languages, English and
Javanese. The students were to rebuild the
Javenglish into full English translation.
The combination of those languages could
cheer students up in doing the translation
task. For example, This bengi, the
mendung is gumandul on the sky and the
gluduks sound jlegar jleger like mercon.
Then, Surti’s letter was the letter which
was written by surti presented to her
boyfriend. Surti’s boyfriend was a
foreigner. Consequently, surti was to do
the translation and the translation was very
funny because she did word by word
translation from source language into
target language without any grammatical
rules applied. It could be imagined that the
target language sentences looked funny.
For instance, saya telah memikirkan hal ini
masak-masak was translated into I have
think this very cook cook. In a nutshell,
those tasks could avoid boredom in
translation I course. The explanation above
is supported by the previous study which
was conducted by Guan entitle A Study on
Flow Theory and Translation Teaching in
China’s EFL class. Guan’s study revealed
the explanation of Flow theory, flow
theory experience emerges from the well-
designed translation task and it will
considerably develop the students’ English
learning intrinsic enthusiasm or
motivation, and overall level.
CONCLUSION
After analyzing the data from
previous chapter, the writer desires to
witness the conclusion of this study
satisfactorily. There are eight techniques
which were mentioned, explained and
described briefly in Chapter IV. Those
techniques are lecturing, small group
work/discussion, presentation, group
performance, question and answer, result
battle, peer editing/correction, and singing
aloud.
There are two groups of techniques
in translation I course. The techniques
which are frequently used and the
techniques rarely used by the lecturer. The
frequently used techniques were used
because those techniques are available for
more than one topic and those can be
alternated with other techniques. It means
that the technique can support one another
technique. They are lecturing, small group
work/discussion, presentation, question
and answer, and result battle. On the other
hand, there are three techniques rarely
employed by the lecturer in teaching
translation. They are group performance,
peer editing/correction, and singing aloud.
Those techniques were available used in
one topic. Those are specialized
techniques in teaching translation I course
because there are some developing
techniques which are not recorded by
teaching techniques book such as result
battle, group performance, and singing
aloud. Therefore, those all techniques
were useful to assist the students to master
the lesson.
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