Bab ii C

A.    Procedure of Translation

       Translation procedures are technical devices used to transfer the meaning of a text in one language into a text in another language. The technical translation procedures apply to any type of translation, but there are different types of procedure problems. Owing to the diverse ways in which a translation process may be organizes Pin Chuck in Hasdar (1997), the procedures of translating that can be in the form of:

1. Transcription

This means rendering the sounds of a source language (SL) into target language (TL) form, for example:

Indonesia                     English

Jawa                              Java

Orang Hutan                 Rang utan

Ahmad                          Ahmed

2. Transliteration

                   This is the process of rendering the letters of one alphabet into the letter of another with a different alphabetical system.

3. Borrowing

               Many types of borrowing are made from one language to another. A procedure often used when target language has on equivalent for the source language units is to adopt them without change but sometimes with spelling or pronunciation an adjustments,

e.g.:

Indonesia                     English

Durian                          Durian

Memo                           Memo

Sandal                           Sandal

Atom                             Atom

Kampung                      Kampong

4. Literal

          This one structural and conceptual correspondence. It can include borrowing and word-for word translation. This presupposes a kind of Interlingua synonymy,

e.g.:

Indonesia                     English

Tiga buku                     three books

Dewi telah datang       Dewi has come

Limas                            pyramid

Garuk                            scratch

5. Transposition

                        This one is the most common procedure used in translation it involves replacing a grammatical structure in he source language with one different type in the target language to achieve the same effect,

        e.g:

- Saya tentu datang kalau tahu, sekarang, saya tidak tahu maka tidak datang

  I would have come if I have known (active)

- Perlu di ketahui bahwa menulis puisi memakan waktu

  You should know that poetry writing takes time (passive)

6. Modulation

               Modulation entail change in lexical, a shift in the point of vial and may take a place at the same time with transporting, e.g. :

-   Waktu itu sangat berharga

   Times is money

-   Dia berasal dari keluarga ningrat

     She is from the noble family

       - Telah kukatakan kepadanya berulang kali untuk tidak   mencampuri urusan orang lain, namun dasar kepala batu dia tetap   saja melakukannya.

       I have told him that many times not to interfered other people, but being pig needed. This still does.

6.   Adoption

            This procedure is used when the other do not suffice to it involve modifying the concept, or using situation analogues to the SL situation though not identical to it. An adoption may at sometimes until modulation and transportation, it goes beyond language.

B.     Criteria of a Good Translation

Every translation hopes that, the result of his/her translation will make the readers or receptor satisfy at least, it can be understood by the readers, however just the big line or mine idea of his translation. How we can decide that a translation can fulfill the requirement as good translation. Some opinion about criteria of good translation as follows:

            Will shouter in Nida (1964:164) stated that the translation should make the same resultant impression on the mind of our readers as nearly as possible. The same effect was produced by the original and its readers.

According to Nastago (1997:3) the characteristic of a good translation are: translation involves careful analysis of the meaning of the source text, variation aspects of the, meanings are considered, and they are re-though in terms of the target language. The students learn great deals as they discover that is not always possible to attain exact equivalence, and as evaluate possible versions to se which most fully capture all implication of the original. They will find that need to look beyond single words. Or even complete stretches of discourse as they make in their decision.

Newmark (1981:38) stated, there is four kinds of the criteria a good translation:

1.   A translation must give the word original

2.   A translation must give the idea of the original

3.   A translation should read like an original text

4.   A translation should read like a translation text but doesn’t sound like translation.

Before the sentences, the writers realize that translation should give the seen of the original in such as way that the readers’ translations are unaware that they are reading a translation. Beside that, the reader should experience the some impression as they reading an original composition.

1.   Content

In treating the content of message, one must often distinguish clearly between the discourses itself and is temporal spatial setting. The cultural setting of the narrative itself may introduce quite a different series of difficulties, when the circumstantial setting of as s source language. Text is widely divergent from May corresponding setting in receptor language serious problem maybe involved in providing a meaningful equivalent text. These cases, the translation maybe focused to choose between the last comprehensible cultural settings of the receptor language.

To dimension that are directly relevant to the content of are time and culture. For example, the problem of translating the content of the Navajo healing into preset day English are much greater that the difficulties encountered. Most translator, however prefer to avoid the evitable anachronism and distortion that a tar gum like translation involves, preferring to retain the cultural features of the source language text in the text of translation and to attempt an explanation of their significance in appended notes.

2.   Form

            The formal linguistic feature becomes all the ore important as the text under consideration contain more highly specialized stylistic features. Furthermore, the greater the significance of the comprehension and appreciation of the message, the more difficult it is to find appropriate formal equivalences the receptor language. The principle difficulties with literary genres are not their formal features many of which can be satisfactorily reproduce, but their lack of functional equivalent within the respective communication structures of source and receptor language.

The extent to which formal features of extent are retained in translation depends to large measure on the extent to which information concerning, such as from are relevant to either the text or the receptor. And there many formal features of language that are not theoretical. But rather is role related. They do not signal information about the structure of the discourse take places. Dialect math fully successful, for the valves associated with a particular dialect are often highly specific.

Based on the statements before, we can make conclusion that the content and from of translation is very important. In fact, the emphasis of correspondence has been seriously slighted. And reality, however, content cannot be divorced completely form. The from of the massages nearly massages nearly always hold a dominant role, and the meaning of the surface content is frequently sacrificed for the sake of preserving the hidden significance which is thought to lie the form.   

A.    The Concept of  Jigsaw Learning

1.      The Definition of Jigsaw Learning

            Learning is the process of acquiring knowledge, skills, attitudes, or values through study experience, or teaching, that cause a change of behavior that is persistent measurable, and specified or allow an individual to formulate a new mental construct or revise a prior mental.

            Jigsaw is a combination of a cooperative and individualistic learning. Students learn in cooperative group, but they take individual test and are given individual grades. A resource interdependent is high, but an individualistic reward structure is used. Students are placed in five to seven members cooperative groups (heterogeneous in term of ability, ethnic background and sex). Aronson et al,(1997).

            The jigsaw method of cooperative learning is also a good way to involve all students in speaking and learning ELS ( English second Language) classroom in jigsaw learning activity, a reading selection is cup and divided among the group by the teacher. Each person reads their individual part silently and then present the information they learned to their group. Next, each cooperative group teaching the whole class about what they learned from their reading selection. This activity is wonderful way to elicit participation from each class member students also feel less inhibited by first presenting in small groups, and after practice they often feel more comfortable presenting in front class (Slavin,R.1960).

            Perkins (2001:111) stated that jigsaw is a teaching technique that enables each student of home (jigsaw) group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the home (jigsaw) group and teach the material to their group members.

2.      Procedure of  Teaching Jigsaw Learning

            Each learning strategy has a certain steps or procedures. The teachers who want to applied a special learning strategy must understand the whole steps and procedures (Aronson,E.,& Patneo,S 1997) especially, propose 10 steps or procedures in using jigsaw learning to teach any subject, including to teach reading comprehension:

a.      Divide students from into 5 or 6 person jigsaw groups. The groups should be diverse in term of gender, ethnicity, race, and ability.

b.      Appoint one students from each group as the leader. Initially, this person should be the must mature students in the group.

c.      Divide the day’s lesson into 5-6 segments.

d.      Assign each students to learn one segment, making sure students have diverts access only to their own segment.

e.      Give students time to read over their segment at least twice and become familiar into with it. There is no need for them to memorize it.

f.       From temporary “expert groups” by heaving one students from each jigsaw group join other students assignment to the same segment. Give students in these expert group time to discuss the main points of their segment and to rehearse the presentation the will make to their jigsaw group.

g.      Bring the students back into their jigsaw groups.

h.      Ask each the students to present her or his segment to the group encourage others in they group to ask questions for clarification.

i.        Float from group to group, observing the process. If any group is having trouble (e.g, a member is dominating or descriptive) make an appropriate intervention.

j.        At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and game but really count.

3.      Some Elements of Jigsaw Learning

Jigsaw learning is a part of cooperative learning, which has some elements Johnson in Indah elaborates the five elements of cooperative learning as follows;

a.      Positive Interdependence

Students perceive that they need each other in order to complete the group’s task (sink or swim together). Teacher may structure positive interdependence by establishing mutual goal (learn and make sure all other group member learn), joint rewards (if all group member achieve above the criteria, each, will receive bonus point), shared resources (one paper for each member receiver part of the required information), and assigned role( summarizer, encourager of participation, elaborator)

b.      Face to Face Promotive  Interaction

Students promote each other’s learning by helping, sharing, and encouraging efforts to learn. Students explain, discuss, and teach what they know to classmates. Teachers structure the group so that student set knee-to-knee and talk through each aspect of the assignment.

c.      Individual accountability

Each the students’ performance is frequently assessed and the results are given to the group and individual. Teachers may structure individual accountability by giving an individual accountability by giving an individual test to each students or randomly selecting one group member to give the answer.

d.      Interpersonal and small group skill

Group cannot function effectively if students do not have and use the needed social skills. Collaborative skills include leadership, decision-making trust building, communication, and conflict management skills.

e.      Group processing

Group needs specific time to discuss how well they are achieving their goal and maintaining effective working relationship among members.

4.      The Factors of Jigsaw Learning

            Anderson in Indah Fadilah (2006), divides the factors into five categories, namely;

a.      Thinking ability. It means that the readers’ ability to analyze the reading materials.

b.      Affection. It means that the readers have to know about some psychological background experience. It refers to the previous experience that the readers have already known before and relates to the reading materials that read.

c.      Language ability. In this case the reader have to know about some elements of language, for example; vocabulary, grammar, etc.

d.      Factor that can affect the readers’ comprehension. The factors are interest, motivation, attitudes and etc.

e.      Reading purpose. It refers to the readers’ purpose why they read the reading materials. It usually done by making some question or predicting as a stepping-stone to get comprehension.

5.      The Advantages of Jigsaw

      According to Aronson (2008), there are some advantages of jigsaw such as:

a.    Teacher is not the sole provider of knowledge

b.   Efficient way to learn

c.    Students take ownership in the work and achievement

d.   Students are responsible each other

e.    Learning focuses on interaction with friends

f.     Students are active participants in the learning process

g.    Builds  interpersonal and interactive skill