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
