Gun Control Is A Fundamental Right - 1327 Words

Firearms is a fundamental right in the Bill of Right which includes in constitution. America has a long conflict history on firearms. Firearms plays a vital role in shaping American history and its culture. The majority of people in the United States owns a gun in their household whether it’s them or someone else in their household. Gun control has been a big issue in the United State and all around the world. There are many cases that federal court have favored guns and they are also protected under our first Ten Amendment in the Constitution. Over the past years there has been many cases linked towards gun controlling and still haven’t progressed. Guns violence has caused lots of threat to the nations ,but people don’t want to change the law. The best way to resolve the gun problem is simply by changing the gun laws so, it will be difficult for people to own firearms. It is also quite easy for criminals to own a gun illegally now. History of gun control Gun control was passed in 1934 to levy new criminal laws and along with gun control â€Å"New Deal for Crime† was the first federal gun control law. This law requires all guns dealer to record their document in national registry. In 1938, Roosevelt wins the â€Å"national firearm act of 1938†. This act requires all the gun seller to record their sale and prohibit any firearm sale to people with violence crime background. People use guns for many purposes, but guns should only be used for military purpose. Even though theShow MoreRelatedGun Control Laws Limit Violent Crime1385 Words   |  6 Pagesprinciple of liberty for all. The Bill of Rights, which is a pillar of US democracy, clearly stipulates that all citizens have the right to bear arms. It is senseless to sacrifice this fundamental right for a false illusion of safety. We can reference previous periods of history in which the government placed restrictions on products and examine how ineffective they were. Furthermore, we can look at the absence of a correlation between strict gun control measures and reducing violent crime ratesRead MoreThe Issue Of Gun Control Laws1701 Words   |  7 PagesA gun has the capacity to convert a conflict into a serious crime. The power of a gun is vast. But it the power of the gun is appreciated in right hands. The effects of a gun can be cherished when it is used by right hands and with the right intention. The effects of the gun are condemned when it reaches in wrong hands. A gun can protect as well as end someone’s life. When it ends the life of a criminal, it is a sign of bravery but when it takes the lives of innocent people it is condemned. ThereforeRead MoreThe Issue of Guns and Gun Control in America1146 Words   |  5 PagesIn America guns have been a part of the country’s society since it’s birth. Throughout history the citizens of the US have used firearms to protect the nation, protect their families, to hunt for food and to engage in sporting activities. The issue of Guns and gun control takes on a proportion of extreme magnitude. Weighing the rights and liberties of the individual against the welfare and safety of the public has always been a precarious balancing act. In the United States, gun control is one ofRead MoreThe Arguments For Gun Policy998 Words   |  4 PagesGun Policy After the continuing domestic and international acts of gun violence, either as hate crimes, revenge, or terrorist acts, the ongoing battle of gun control in our country continues to be heated and emotional. Because of fear or to use for election campaigns, citizens and politicians are aggressively voicing their opinions either for or against this debate with both rational and irrational claims. Some of the rational arguments for gun control are popular with the public. For example, HilaryRead MorePersuasive Essay On Gun Control1446 Words   |  6 PagesPeople who argue that we should have more gun control focus on things that are not the true issue. I believe that our Society needs to protect its selves due to recent shortage in public safety. If there is any type of emergency, officers response time can mean life and death. Our current gun laws are unclear and can be misinterpreted. A part of our society should not bear arms because of their past offenses, but I believe that we should not make the foundation of our arguments, the irresponsibleRead MoreGun Control versus Gun Rights Essay1445 Words   |  6 PagesIntroduction In America guns have been a part of the country’s society since it’s birth. Throughout history the citizens of the US have used firearms to protect the nation, protect their families, hunt for food and engage in sporting activities. The issue of Guns and gun control is complex. Weighing the rights and liberties of the individual against the welfare and safety of the public has always been a precarious balancing act. In the United States, gun control is one of these tumultuous issuesRead MoreAn Informative Essay on Gun Control1289 Words   |  5 PagesInformative Essay on Gun Control Introduction The right to possess guns is a fundamental element to American identity. The right to own and operate guns under certain circumstances is in fact guaranteed as part of the United States Constitution. Over the course of American history and particularly in the 21st century, there exists a great debate over the possession of guns of private citizens. Both sides of the debate argue with fervor. There are those that argue fervently for the right to possess arms;Read MoreGun Control1724 Words   |  7 PagesEnglish 1302 5th march 2013 Sides of Crime Control Gun control laws have been surrounded by controversy since The Bill of Rights, including the Second amendment was passed in the congress. A well-regulated Militia, being necessary to the security of a free state, the right of the people to keep and bear Arms, shall not be infringed, the founders wrote. Until recently there was considerable argument over just what the founders intended by their words. Did they mean to provide only for armedRead MoreCivil War And Its Effects On The United States1347 Words   |  6 Pagesthe gun from a retail gun store in charleston because of lapses in the FBI background check system, (Ellen Nakashima; Washington Post) and commit this act of racial violence. â€Å"A well regulated militia, being necessary to the security of a free state, the right to keep and bear arms shall not be infringed.† The US Constitution, written in 1787, asserts that it is essential for a Free State citizen to bear arms. However, recent acts such as mass shootings, intercity violence and accidental gun shootingsRead MoreAnalysis Of The Article The Us Constitution 1347 Words   |  6 Pagesthe gun from a retail gun store in charleston because of lapses in the FBI background check system, (Ellen Nakashima; Washington Post) and commit this act of racial violence. â€Å"A well regulated militia, being necessary to the security of a free state, the right to keep and bear arms shall not be infringed.† The US Constitution, written in 1787, asserts that it is essential for a Free State citizen to bear arms. However, recent acts such as mass shootings, intercity violence and accidental gun shootings

Senate Meetings Between The Republican And Democrat Party...

While watching the committee meetings between the Republican and Democrat party committee I noticed many things that were the same while also observing many things that were different. Every four years, the Democratic Party puts together our party platform, the ideas and beliefs that govern our party as a whole. Not only does each party take certain stances on specific issues , they also have a different guidelines and atmospheres surrounding them that affects their decisions. Republicans are normally more conservative, their primary focus is directed more towards a limited influence on government and a dominant foreign policy. They are also for religion, anti-beauracracy , and pro-military. As to where Democrats are considered to be more liberal and adhere to more improving the quality of people lives to achieve equality. Although there were a handful of things to pick from that were different with each party they were similar in how they incorporated their policy s and laws. They both voted by raise of hands and saying yay or neigh to the topic. The first committee video I decided to watch was the Republican committee, which was a short video compared to democratic video. During the video they spoke about the first amendment, and asked delegate Wilson to present his ideas. they presented the amendment on the screen and spoke about what should be changed. The amendment spoke about how he felt that children should be raised in an intact biological family household.Show MoreRelatedBill Legislation, Appropriation Bills, And Entitlement Legislation1349 Words   |  6 PagesCongress introduces a bill. After discussion of a bill, the bill is introduced to the House who is then assigned a H.R number and then the bill is introduced to Senate and the receive a S number. When a bill is introduced it is different then when a bill is enacted into law. Next there is the committees system or the congressional committee which is the workhorses of Congress. Many issues are brought to Congress everyday and as the list grows, lawmakers are the ones who go through all the facts andRead MoreSchool1611 Words   |  7 PagesPart 1: Chart House vs Senate | | | | | | HOUSE | SENATE | 1 | Size | 453 | 100 | 2 | Length of term | 2 years | 6 yrs | 3 | Term limits? | No limit | No limit | 4 | Election schedule: how often | | | 5 | Apportionment of representatives: which is by state and which is by district | District | State | 6 | Minimum age | 25 | 30 | 7 | Minimum citizenship | 7 years | 9 years | 8 | Inhabitant of state represented (for how long) | 7 years | 9 years | 9 |Read MoreSenator Ted Kennedy : Education Reform1588 Words   |  7 Pageswith key congressional in Austin, TX to discuss education reform (Broder,2001.) Republicans and Moderate Democrats attended the luncheon and Bush asked them to dedicate themselves to passing bipartisan education reform over the next several months (Debray,2006.) Notably absent from this initial meeting was Senator Ted Kennedy(D-MA) an early sign that Bush intended to rely on a coalition of New Democrats and Republicans to push through bipartisan education reform. On his second day in office, BushRead More Overview Of Clintons Impeachment Proceedings Essay1343 Words   |  6 Pagesdetails of every encounter between Ms. Lewinsky and the President, and the grounds for impeachment. After the House of Representatives received the document, they forwarded it on to the House Judiciary Committee. The House Judiciary Committee convened on October 5, 1998 to decide whether there was enough evidence to start an official impeachment inquiry. A simple majority was needed for the investigation to continue. The House Judiciary Committee heard the Republican investigative counsel, alongRead MoreThe Power Of The House Of Representatives1219 Words   |  5 Pageslist some of the similarities and differences between these two legislatures to help you in the transition as the Congress has changed overtime and thus, to help develop your Home Style. The modern Congress is a reformed Congress (Shaw, 2015:2). The power of the House of Representative was held in the hand of the Speaker in the early 1900s. However, a resolution was introduced by George Norris after leading the progressive Republicans and Democrats into a revolt against Joe Cannon, the Speaker,Read MoreFrom Inspiration to Legislation: How an Idea Becomes a Bill4179 Words   |  17 Pagesto the proper committee by the Speaker of the House or the presiding officer in the Senate. Quite often, the tangible referral choice is made by the House or Senate parliamentarian. Controversial bills such as the abortion issue at hand might be handed to more than one committee and it may possibly be split so that some positions are sent to diverse committees. The Speaker of the House might place time restrictions on committees. Bills are positioned on the calendar of the committee to which theyRead MoreThe Government Is Made Up Of Three Branches Essay2188 Words   |  9 Pagesthr ee and is made up of two parts. This is the U.S. Senate and the U.S. House of Representatives. America developed the structure of the legislative branch when the Founding Fathers wrote Article I of the Constitution. Each state has two U.S. Senators and at least one U.S. Representative. The larger the population of the state, the more Representatives it has. The U.S. Constitution sets the qualifications to be a member of the House and Senate. Both senators and representatives must be citizensRead MoreThe Campaign Trail, Governor John Bel Edwards s Incarceration Rate And End The Era Of Louisiana1345 Words   |  6 Pagesmore than 25 percent in the next decade, passage of the bipartisan reform plan before the Louisiana Legislature would reduce Louisiana’s jailed population by 8 percent by 2027. The current posture of Louisiana’s plan reflects a compromise reached between reform advocates and local prosecutors and law enforcement officers: â€Å"We’ll see what this does. Hopefully, it doesn’t increase the risk to public safety significantly,† commented E. Pete Adams, executive director of the Louisiana District Attorney’sRead MoreBreakdown Of The Legislativ e Process2046 Words   |  9 Pageslegislation in the House. With Republicans having a 57 to 43 Democratic margin in the House; it would be best to start the bill in the Senate. While margin of the majority in the Senate is much closer, with 26 Democrats to 24 Republicans, it will not be easy to pass this bill in the Senate, but there passage has much better odds. Because the Democrats hold the majority in the Senate, committee leaders are Democrats. If the bill is to have any chance at getting to the Senate floor, it is going to needRead MoreExecutive Privilege And Public Knowledge1052 Words   |  5 Pageshonest communication within the Oval Office between his staff and advisors. It also ensures that those conversations are entitled to be private. Executive privilege happens throughout various presidencies. The primary controversy of it is whether or not the president has the right to use it in order to withhold information from Congress or judicial proceedings. There is an ongoing discussion in regards to who really needs to know who the president is meeting with and what the context of the conversation

Call of the Wild Theme Project Free Essays

October 1st Period E1 Call of the Wild Theme Project â€Å"†¦he may be seen running at the head of the pack through the pale moonlight or glimmering borealis, leaping gigantic above his fellows, his great throat a-bellow as he sings a song of the younger world, which is the song of the pack. † How did Buck, an ordinary domestic dog living in the sun-kissed Santa Clara valley in California, go from being the favored of a wealthy judge, to the head of the wolf pack in eastern Alaska? Buck makes many enemies along the way, but he also makes friend that will always have an impact on him. Learns lessons he would need to know to survive this treacherous land. We will write a custom essay sample on Call of the Wild Theme Project or any similar topic only for you Order Now Even finds out what it’s like to live in the foot-steps of his ancestors, and Buck loves every minute of it. He loves the feel of being an un-domestic wolf in the wild. All he has to do; is heed the Call of the Wild. Buck matures greatly in chapter one. He learned that humans were to be trusted, but also respected. That is the law of club that the man in the red sweater taught Buck before selling him to Perrault and Francois. It’s a very important lesson in this chapter. Buck’s life changes gradually here; Manuel, the gambling grounds keeper, sells Buck to men who are traveling up North for the Arctic gold rush, Buck is starved for days before meeting the man in the red sweater, who beats Buck with a club to show that man must be obeyed and respected, then gives Buck food and water to show him that man can also be trusted. This is the law of club that Buck will live by during his life in Alaska. Chapter two, The Law of Club and Fang, is precisely what the name states. Buck learns about the law of club and fang. But he also learns of his bitter hatred towards fellow sled dog, Spitz, when he laughs at the death of another dog, Curly, who was maimed by other huskies. Life is fairly tough in the Northland for Buck. He is expected to learn the rules of sledding fast, and he takes up to that is record time. Once a mistake is made, he knows how to keep it from happening again. All the laws of the North are hurling themselves at Buck, expecting nothing less than excellence. The law of club nd fang has deeply embedded itself into Bucks brain, taunting him with nightmares of experience; â€Å"If you fall, you die. † It has taken these words and paired them with Curly’s death as a reminder to Buck of what must be done. What must be done to survive. In this chapter it becomes apparent that Spitz shares in his hatred towards Buck, so, after a good while of trying to avoid it, Buck gives Spitz just what he wants; a fight. Bucks personality is grad ually changing, also. He is growing out of the domestic dog that he once was and has become more like the wolf. During this chapter, Buck’s character change is apparent when he starts challenging Spitz’s authority, and gets the other sled dogs to do so as well. Soon, a ruckus arises over the camp when Buck and Spitz have at each other. Just when Buck looks to be defeated, he cunningly tricks Spitz and takes his position as dominant primordial beast. Here, is where a lot of the lessons pile on Buck. While being lead dog, Buck learns how to gain everyone’s respect as the head dog. Then, when he is again sold to another owner, he gains the exact same respect from the fifty other dogs there. He matures greatly as leader and enjoys what he does, but he can’t help but want something more. Something else. While working as a mail dog, Dave, one of the dogs from Bucks previous job whom is very proud of his work, gets internal injuries and can no longer pull a sled. He is devastated when they try to cut him out of the traces so they let him work for as long as he can bear it. Then they let him go, putting an end to his misery. From Dave, Buck learns that everything, everyone, has a limit, that nothing can ever really last forever. In this chapter, Buck is introduced to yet another set of owners. Charles, Hal, and Mercedes aren’t what would cut for working people. Actually, they would be the complete opposite. They are foolish, daft, lazy, and a very important part of Bucks growth in this book. From them Buck learns that discipline was never given upon him in the past because of cruelty, it was because past owners never would have tolerated such disorder as these three. They were cruel to the dogs to allow little rest and hoarding their food. The group comes up to the camp of John Thornton soon and they are but a memory to Buck; after the abuse that Hal commits to Buck when he refuses to move from his resting place. Thornton steps in and saves Buck from Hal’s cruel whip and club. Hal stubbornly pulls his sister and brother-in-law along the path, against Thornton’s advice. They disappear under the ice as soon as they set foot on the frozen river, leaving Buck in the care of John Thornton. This chapter is incredibly important to Bucks maturity. This chapter is where Buck expresses his love for John is many ways. Buck realizes, what with all the different owners he has had, he has never felt love to anyone. None until John Thornton. When Buck loves John, he means to even jump off a cliff for him, his love is so strong. His trust in the man so sure. In fact, Buck saved John from a raging river at the risk of his own life. His love for John goes completely the length of his heart, is the only way to describe it. In this chapter, Buck is compelled more than ever to answer to the call of the wild, but does not want to break ties to the owner whom he loves so dearly. He cannot leave John, even if he wanted to. His love is to deeply embedded into the both of them. That is until, while Buck is stalking a moose, John and his team of few dogs and comrades are killed by the Yee-hats, a native to Alaska. Buck continues to hunt, unknowing of what awaits him at camp. When he does make it back to camp, he finds the remains of the Yee-hats good work done. He also finds lingering members of the tribes and manages to kill score of them. After that, Buck can’t help to feel pride in the mixture of devastation over loosing John. He had killed man! The top hunter, the ultimate prey! This brings Buck to stand where he belongs; at the top of the pack. The lead in the group of wolves. The legend carried from generation to generation. The wolf that never forgot where it belongs, or who got him there. The story of Buck never fails to warm the heart and entice you with life lessons told in a way you’d never forget. Buck learns that you need to do what you really want to do in life, to follow your instincts, and to be the best you can be. He knows how to life his life; the way he wants to live it. He learned that if you fall, you can just pick yourself right back up again. He learned that love is both valuable and dangerous. That is must not be misused because of consequences. But most of all; he learned to never give up. That if there is something out there that you want to do, don’t let anything get in the way of it. He followed his dream of being a wolf as soon as John died because there was nothing holding him back anymore. He knew that it was time for him to become what he was meant to be. How to cite Call of the Wild Theme Project, Essay examples

Leadership and Operational Management †Free Samples to Students

Question: Discuss about the Leadership and Operational Management. Answer: Introduction All across the globe, todays organizations are witnessing more turbulent markets, more discerning consumers, and more demanding stakeholders, forcing them to restructure so as to meet such challenges. Change is always taking place and it never ceases (Argote, 2011). Regular and overlapping transformation has become a way of life in todays business setting. Those who want to maintain a competitive edge must learn to react to an increasing number of transformations in how they structure organizations, how they relate to workers and customers, implement technology, and carry out business. While a majority of organizations concentrate on what to change to improve organizational performance and value, the human component of carrying out these decisions is usually left unattended. Change is generally uncomfortable and adapting to it can prove to be quite messy. But it is important in any given organization. That is why people should learn to embrace it. A number of theoretical perspectives have in the recent past tried to explain how people understand organizational change. Objectivist and social constructionist perspectives are the two main ones. Objectivism refers to the idea that an objective reality is present and can be known through the amassment of more complete information (Raelin, 2007). It views knowledge as some entity that exists independent of the mind of people. Objectivism argues that there is a world independent of peoples minds to which their thinking must match up if their concepts are to be genuine and of practical use in living their lives, safeguarding their rights, and pursuing their values. On the other hand, having come about as an attempt to understand the nature of reality, social constructivism views knowledge as constructed rather than created (Alvesson, Hardy Harley, 2008). This means that it embraces the fact that there is an objective reality. Social constructivists place much emphasis on daily interactions between individuals and how they make use of language to construct their reality. From this perspective, humans are interpreters and perceivers of social and physical experiences, which can only be understood by the mind. In business, practical knowledge takes priority over theoretical knowledge (HMRC, 2010). Notably, when people are immersed within the organizational culture, they are learning about how to become part of that culture, on various levels. Objectivism defines organizational change as a process which takes place systematically, and that organizations are considered to be living systems that have ecological and organic features. This means that they can only be understood as dynamic wholes capable of learning. From an objectivist perspective, organizations are not machines, but actual living organisms (ODonnell, 2009). Organizational change means a shift to a higher purpose. Contrarily, social constructivism defines organizational change as a process of behaving or doing that is usually characterized by compromise between those involved. The main dilemma is perhaps the difficulty in bringing together these two perspectives overview of organizational change as social practice (Radnor Walley, 2008). However, objectivist and social constructionist perspectives are linked in that they both revolve around a persons response and behavior towards change. Eventually, these individuals act towards a common goal. Identification of a change in HMRC organization Her Majestys Revenue and Customs is a United Kingdom organization that funds various policies the UK government initiates (Radnor, 2010). Monies raised through taxation are utilized in funding the welfare state, the armed services, the health service, and other aspects of government activity. Taxation has been the main characteristic of virtually all civilizations, from the Romans and Egyptians, to contemporary democracies. Benjamin Franklin also cited that nothing in this world is as certain as taxes and death. Despite this, taxation is neither popular nor straightforward (Carter, et al., 2011). When the United Kingdom government chose to merge the Inland Revenue with Her Majestys Customs and Excise, this was considered to be the latest in a number of organizational transformations. The newly formed organization, HMRC, experienced the drawback of integrating two previously autonomous companies, each of which boasted of a long history. Changing the way of thinking of tax experts insi de the former Inland Revenue together with combining the culture of two distinct organizations to form HMRC, were the main challenges. HMRC was formed in 2005 and has a total of 105,000 workers, making this one of the largest non-ministerial government departments (Lapsely, 2009). This newly formed organizations vision is to close the tax gap which is the difference between the tax amassed and that which should be. In 2008, HMRC was forced to downsize its activities, reducing its workers to 80,000 in over 450 offices around the UK. By using lean technologies in an effort to minimize waste and make processes efficient, the newly formed organization has so far managed to minimize its operating costs. During this organizational change, HMRC had communicated and described a vision to its staff. However, 93% of the staff said that they were aware of the vision, but only 66% felt that they had understood what was expected of them (Radnor Bucci, 2007). Furthermore, a number of leadership and structural changes had compounded the effects of lean thinking and process improvements. These outcomes show that the change had bee n poorly implemented. The change agents in this particular case were the managers and other senior management personnel. These change agents failed in their duty to establish a climate for change by overcoming resistance to change and bringing together forces for constructive development. Evidently, the lean approach has been historically identified with car manufacturing, particularly the Toyota Production System, and is founded on the main principle that companies will secure effectiveness by getting rid of wasteful processes, the need for rework, and errors (Carter, et al., 2011). HMRC initiated the introduction of lean into the public industry with a reform programme known as Pacesetter (Pollit Bouckaert, 2009). This was in reaction to the challenges that its Processing Directorate would experience in the coming years, for instance, ensuring that the Processing in the newly formed organization is amongst the finest United Kingdom processors. The lean approach, through the Pacesetter, would enable a change of HMRC by transforming current management processes to establish suitable management infrastructure capable of sustaining improvement, redesigning service delivery processes to improve quality, productivity and minimize lead time, and transform actions and mindsets of front line staff and leaders to support the novel systems while delivering continuous improvement (Talbot, 2010). Notably, in the course of the transformation, there was an understanding of the programme by many senior managers, but this understanding grew less clear further down the hierarchy. Communication regarding the implementation of lean could have been better addressed by HMRC. Looking at these facts from an objectivism perspective, the approach that HMRC used during the organizational change was rational, depersonalized and concentrated on things such as systems, structure, and strategy. The Pacesetter programme was viewed as one that would eventually take the newly formed organization to meet its five-year challenges, where emphasis on development with the senior managers would be emphasized. On the other hand, the socially constructed approach tends to encourage individuals to be more involved in defining the issue and working out the solutions. This is something that HMRCs senior mangers failed at because they did not effectively communicate and ensure that the workers fully understood the programme and what was expected of them (Carter, et al., 2016). SWOT Analysis Strengths The lean approach would bring the reengineering of working practices that were in the past founded on professional judgment and autonomy. The lean programme would sustain concentration on fiscal concerns and efficient utilization of resources while intensifying managerial dialogue on competition (Carter, et al., 2012). It would attain value for money through delivery of a sustainable cost base while maintaining revenues. Weaknesses The application of lean methods would prove to be problematic, leading to double the effort and rework. That daily pressure to meet top targets would mean that other significant aspects of work are neglected. The skill content of jobs would be reduced since employees would no longer be allowed to think for themselves or apply common sense principles (Argote, 2011). Using detailed performance measurements would create a false impression at the level of cumulative data. Opportunities To become more attractive and fuel increased acceptance by senior management and government of leans applicability (Raelin, 2007). To ensure that HMRC is the UK governments most preferred processor. Be able to improve the experience of the organizations customers, minimize costs, and capitalize on revenues. Threats That the programme would not be well received by the employees. Possible tax office closures and staff cutbacks. That there would be minimal support for regular improvement as implemented at HMRC, and less chance to offer an honest critique of workplace changes and Lean (Alvesson, Hardy Harley, 2008). The revenues that are usually gathered by HMRC come in different forms, making the organization quite large and complicated. This means that it also deals with a diverse number of customers. HMRCs ability, as already indicated, to deliver on its mission has been limited by the harsh reality and public sector organizations are still under pressure to do more with less (HMRC, 2010). Following a 2007 review of how equipped government departments were to meet its future challenges while at the same time developing a culture of regular improvement and excellence, HMRC was once again subjected to another review that would evaluate its progress on issues raised during the initial review. This was an aspect of the organization that had been described as needing urgent action since HMRC was not well equipped to address the issue of poor management (ODonnell, 2009). From the review, it was found that the senior leadership team had failed in tackling poor staff participation and improving communications and visibility. It is here that the Pacesetter programme was introduced in an effort to redesign service delivery processes, transform the mindsets and actions of front line staff and leaders, and transform current management processes. Following this organizational change to reform the program in the newly formed organization, there is proof that the initiative has resulted to increased output per individual per day in addition to enabling reductions in staff (Radnor Walley, 2008). Increased productivity of at least 30% in offices where the Pacesetter programme has been implemented is also evident. A number of benefits and drawbacks (from both the objectivist/rationalist and social constructionist perspective) of using business SWOT Analysis, in general, to determine the need for organizations to change. Notably, an objectivist is more likely to understand this analysis as providing HMRC with clear reasons for change, while a social constructionist understands it as a partial picture of the situation that is based on imprecise data (Radnor, 2010). S/he also tends to disregard the human element involved. One of the benefits, from a social constructionist perspective, associated with using business SWOT analysis is that it is cost effective. This means that the person conducting the analysis does not require much training or any form of technical skill. There is also no need for an external consultant; all that is required is a staff member with prior knowledge of the business. Secondly, each of HRMCs employees plays a significant role in driving the organization to victory. That is why engaging in discussions of key strengths and weaknesses helps in the identification of threats while capitalizing on opportunities (Carter, et al., 2011). As already indicated, social constructivism is all about interactions between individuals and how they construct their reality. On the other hand, an objectivist would find the use of a SWOT analysis as a drawback in the sense that it does not provide any mechanism to rank the importance of one factor over another within any given list (Lapsley, 2009). As a result, a single factors genuine impact on the objective cannot be determined. Change agents A change agent is one who initiates, facilitates, or stimulates a change programme through being helpful (Radnor Bucci, 2007). Change is usually an outcome of strategic planning, and novel organizational direction comes about as a result of the environmental evaluation. With regards to a structural approach to change, managers are faced with the perennial issue of [re]structuring their organizations to something better, balancing the stress between the differentiation of work and its coordination, while at the same time maintaining an appropriate fit with the surrounding (Carter, et al., 2011). The structural approach is a representation of change as the sensible result of a systematic process. Change managers or key personnel are on a regular basis appointed and identified to enable the required transformations within the organization. Such individuals are the change agents. Most literature has in the past concentrated on the managerial or consultant styles, and the extent to which the change agents accentuate the efficiency of the organization, or looking after staff morale. The nexus between the person and the social is quite undiscovered, and fails to give suitable record of how transformation requires the participation of all individuals at all levels of an organization (Pollit Bouckaert, 2009). Notably, organizational transformation is more likely to demand revolutionary change, while organizational development is more focused on a more relational, evolutionary approach. A social constructionist approach tends to put more emphasis on the significance of relations and language. Theoretical lenses from this particular perspective can assist peoples understanding of the problems and issues that may hinder transformation (Talbot, 2010). The main role of a change agent is to establish a climate for planned change by overcoming hindrances and uniting forces for positive development. His/her role is not to do things to individuals to make them change, which might be the carrot/stick approach. From a social constructionist, dialogic perspective, the process is more subtle than that because it is about collaboration, encouraging people to want to change, and using more helpful approaches to encourage people to want to change. According to the Foucauldian perspective, a change agents role is present through dialogue with a power-resistance relationship (Carter, et al., 2016). Change agents are generally governed by organizational limitations that exert authority over them, and are, in turn, in a position of authority over the staff. Contrarily, an alternative way of understanding transformation and the change agents role is to look at Pierre Bourdieus work, and gaze through the lens of Habitus (Carter, et al., 2012). He suggests that Habitus is an outcome of history capable of producing collective and individual practices. It influences peoples presuppositions and they need to be aware of such influences on their behaviors and views. Habitus is able to ensure the active existence of past experiences which tend to assure the correctness of practices and their regularity over time. Bourdieu believes that Habitus constitutes what people are taught and learn when growing up, that has been learnt and taught to by their parents, friends, relatives, and others who are considered to be part of the social setting in which the individuals are raised (Argote, 2011). Various characteristics make a good change agent, for instance the ability to articulate desired state of affairs, involving others in the change process, being environmentally and socially sensitive, having self awareness and self knowledge, demonstrating out-of-the-ordinary behavior, and ability to tell the current state of affairs (Raelin, 2007). An effective change agent also has good judgment and wisdom, and is generally concerned with the welfare of others. Looking at the case study presented, there are a number of styles that the change agents in HMRC might adopt using the Hersey Blanchard model of situational leadership. The model states that leadership depends upon each individual circumstance, and that no single leadership style can be considered the most appropriate (Alvesson, Hardy Harley, 2008). The change agents at the organization will be able to adjust their leadership to the objectives or goals that need to be achieved. Blanchard and Hersey believe that leadership styles emerge from four main actions, namely Telling, Selling, Participating, and Delegating (HMRC, 2010). Transactional leadership methods are mainly operational in the Telling behavior, while in the Selling behavior, the leader makes an effort to convince team members that he/she should lead. Democratic leadership style is more in play under the Participating behavior. On the other hand, under the Delegating behavior, the leader or change agent is in charge but there is emphasis on keeping an eye on the ones delegated with the tasks (ODonnell, 2009). Senior management at HMRC need to be aware of the four maturity levels of employees as stated under the Hersey-Blanchard model. There may be employees who are unwilling to carry out the tasks or are basically incompetent, those who are unable to perform the task but willing to do so, those who are able to perform the task but do not believe they can, and employees who are willing, ready and competent to perform the task (Radnor Walley, 2008). Approaches to change In organizational change, diagnosis refers to the process of understanding how an organization is operating. The client together with the internal or external change agent or Organizational Development practitioner collaborates to identify the focus of the problem or issue. It is a process that incorporates the use of diagnostic models and different techniques for collecting information, and collecting and evaluating diagnostic information regarding the problem or issue. The processes used are quite systematic and whose aim is to reveal causes of current issues. Notably, the results of the diagnostic techniques lead to implementation and design of suitable interventions to solve organizational issues, in addition to enhancing effectiveness and efficiency (Radnor, 2010). Diagnosis within the problem-centric approach tends to focus on an environmental evaluation and the lining up of organizational systems design. It assumes that these systems can react to the results of the evaluation in an adequate and timely manner. To operate smoothly, the system needs to be synchronized and aligned (Carter, et al., 2011). This is because change in one part of the system will eventually influence how other parts function. The problem-centric approach aims at finding out how system ability can be optimized. For convenience, intervention and diagnosis might be studied separately, but there is no practical distinction between the two. A good illustration is the Total Quality Management which is a process of planning, acting, checking, and acting (Lapsley, 2009). Simply put, problem-centric approach concentrates on a conscious effort to determine causes and symptoms. It is supported by the objectivist theoretical ontology of organizational change. Diagnosis, as a social construct, is established through appreciative enquiry and discussion. As already indicated, social constructionism emerged as a response to the truth claims of positivism. According to peoples social experience and the influence of dominant societal dialogues, reality is understood differently. The dialogic approach tends to draw on this particular example, and is action and reflection in which judgement is suspended (Radnor Bucci, 2007). This approach does not adhere to the linear forward motion of planned change models and understands that reality takes on various forms. A significant approach to dialogic approaches to change is Appreciative Inquiry which is considered one of the more triumphant modern methods used by certain Organizational Development practitioners (Carter, et al., 2011). Given that the technique is founded on social constructionist philosophy, it should not be taken as a fixed recipe for change, but a process that builds on present realities to establish reasonable ways forward to tackle complicated issues. If HMRCs management can implement AI, the organization can greatly benefit in that staff would have a heightened awareness of change. It can also bring their observations and thoughts about the need for change to the attention of senior management who in turn may join this with external environmental information (Pollit Bouckaert, 2009). The organization will be able to practice incremental evolutionary, adaptive change rather than transformative, revolutionary change (Talbot, 2010). Appreciative Inquiry under dialogic approach constitutes four positive components. The first one is discovering and valuing which is centered on what gives organizations vitality. Secondly, dreaming and co-imagining the future identifies similar aspirations that the staff sees as significant. Thirdly, designing through dialogue where enhancing readiness, capacity building and co-development of strong proposals are done. Lastly, it constitutes the delivery and co-construction of the future, to attain meaningful ways of change implementation (Carter, et al., 2016). To manage the change previously identified in HMRC, I would use the dialogic approach because it is not only people-friendly, but also concentrates on the relationships between individuals. This approach pays attention to the significance of communications and conversations between individuals to identify and resolve issues. Here, HMRCs staff may change their understanding of a situation as per their conversations and relations with others. One major setback that I would consider when using the dialogic approach is that it is time-consuming. Conclusion Organizational change is inevitable and todays organizations are forced to change so as to keep up with current trends and markets. The paper has discussed organizational change with particular focus on Her Majestys Revenue and Customs organization based in the United Kingdom. This is a company which formed following a merger between the Inland Revenue and Her Majestys Customs and Excise. Recently, the organization underwent a change in form of the Pacesetter Programme aimed at introducing process improvement and developing the leadership and management of HMRC. The programme had been inspired by lean approaches to business enhancement. However, this change was not well received and its effectiveness was quite low. It is at this point that the senior management of the organization decided to re-evaluate and re-construct the programme to suit the current needs of the employees and stakeholders. The paper has also highlighted on the roles of change agents and the different approaches t o change, with regards to the objectivist and social constructivist perspectives. References Alvesson, M., Hardy, C., Harley, B. (2008). Reflecting on reflexivity: Reflexive textual practices in organization and management theory. Journal of Management Studies, 45. Pp. 480 501. Argote, L. (2011). Organizational learning research: Past, present and future. Management Learning, 42(4). Pp. 439 446. Carter, B., et al. (2011). All they lack is a chain: Lean and the new performance management in the British Civil Service. New Technology, Work and Employment, 26(2). Pp. 83 97. Carter, B., et al. (2011). Lean and mean in the civil service: The case of processing in HMRC. Public Money Management, 31(2). Pp. 115 122. Carter, B., et al. (2012). Nothing gets done and no one knows why: PCS and workplace control of Lean in HM Revenue and Customs. Industrial Relations Journal, 43. Pp. 416 432. Carter, B., et al. (2016). Uncomfortable truths teamworking under lean in the UK. The International Journal of Human Resource Management. Her Majestys Revenue and Customs (HMRC). (2010). Delivering our vision: Business plan 2010 11. London: HMRC. Lapsley, I. (2009). New public management: The cruelest intervention of the human spirit? ABACUS, 45(1). Pp. 1 21. ODonnell, G. (2009). HM Revenue and Customs: Progress and next steps. London: Cabinet Office. Pollit, C., Bouckaert, G. (2009). Continuity and change in public policy and management. Cheltenham: Edward Elgar. Radnor, Z. (2010). Transferring Lean into government. Journal of Manufacturing Technology Management, Vol. 21, No. 3. Pp. 411 428. Radnor, Z., Bucci, G. (2007). Evaluation of Pacesetter, Lean, senior leadership and operational management within HMRC processing. London: HMRC. Radnor, Z., Walley, P. (2008). Learning to walk before we try to run: Adapting Lean for the public sector. Public Money Management, Vol. 28, No. 1. Pp. 13 20. Raelin, J.A. (2007). Toward an epistemology of practice. Academy of Management Learning and Education, 6(4). Pp. 495 519. Talbot, C. (2010). Theories of performance: Organizational and service improvement in the public domain. Oxford: Oxford University Press.

Students Problems in Translating Source Language Texts Essay Example

Students Problems in Translating Source Language Texts Essay STUDENTS’ PROBLEMS AND METHODS IN TRANSLATING SOURCE LANGUAGE TEXTS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Wendy Rahmad Biyandi Student Number: 071214131 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012 STUDENTS’ PROBLEMS AND METHODS IN TRANSLATING SOURCE LANGUAGE TEXTS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Wendy Rahmad Biyandi Student Number: 071214131 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012 i A Sarjana Pendidikan Thesis on STUDENTS’ PROBLEMS AND METHODS IN TRANSLATING SOURCE LANGUAGE TEXTS By Wendy Rahmad Biyandi Student Number: 071214131 Approved by Sponsor Date Made Frida Yulia, S. Pd. , M. Pd. 15 May 2012 ii A Sarjana Pendidikan Thesis on STUDENTS’ PROBLEMS AND METHODS IN TRANSLATING SOURCE LANGUAGE TEXTS By WENDY RAHMAD BIYANDI Student Number: 071214131 Defended before the Board of Examiners on . and Declared Acceptable Board of Examiners Chairperson Secretary Member Member Member : C. Tutyandari, S. Pd. , M. Pd. : : : ____________________ ____________________ ____________________ ____________________ ____________________ Yogyakarta, Faculty of Teachers Training and Education Sanata Dharma University Dean, Rohandi, Ph. D. iii STATEMENT OF WORK’S ORIGINALITY I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should. Yogyakarta, 06 July 2012 The writer We will write a custom essay sample on Students Problems in Translating Source Language Texts specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Students Problems in Translating Source Language Texts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Students Problems in Translating Source Language Texts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Wendy Rahmad Biyandi 071214131 iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama Nomor Mahasiswa : Wendy Rahmad Biyandi : 071214131 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: STUDENTS’ PROBLEMS AND METHODS IN TRANSLATING SOURCE LANGUAGE TEXTS Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan rolayti kepada saya selama saya tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 06 July 2012 Yang menyatakan Wendy Rahmad Biyandi v ABSTRACT Biyandi, Wendy Rahmad. (2012). Students’ Problems and Methods in Translating Source Language Texts. Yogyakarta: Sanata Dharma University. Most courses in ELESP are designed to support students’ acquiring English language, such as structure, pronunciation, reading, writing, listening, speaking, vocabulary, and many more. In the higher levels of study, the students are expected to be able to use their competences of English language in some more advanced purposes, such as how to translate a source language text (SLT) into a target language text (TLT). The lecturers of the Translation Classes in ELESP must have been encouraging the students with some methods, approaches, or techniques of how to ease them in doing the translation tasks. However, there have remained some problems which make the results of the students’ translation not quite appropriate. This research is intended to answer two research questions: (1) What specific translation problems occurred in the students’ translating process? and (2) What methods did the students tend to use during the translating process? To answer the first research question, the researcher applied document analysis. The documents were taken from the results of mid-term test conducted by Translation I class A in the academic year 2011/2012. Meanwhile, to answer the second research question, the researcher still applied the document analysis to identify the methods used by the students in the translation works. From the findings, it could be identified that there were 22 problems found in the students’ translation works which were divided into two classifications. The first classification was grammatical problems involving complicated source language grammar (83,33%). The second classification was lexical problems involving idioms (100%). Afterwards, the researcher revealed the identified translation methods which were categorized into (1) literal translation involving word for word translation (8,33%) and literal translation (100%) and (2) non literal translation involving semantic translation (33%). Based on the research findings, firstly, the researcher encourages the students to enrich their capability in translating the text, especially the text which contains so many difficult lexical words or phrases. This could be done by fostering the students’ reading motivation. Dealing with the methods that the students tend to use during the translating process, the researcher really recommends the students to be flexible. The researcher also recommends the ELESP lecturers to give the Translation I class students more practices to translate sentences which contain difficult lexical problems, such as idioms, collocations, proverbs, and many more. Lastly, for future researchers, the researcher encourages other researchers who are interested in studying this topic to deeper analyze other problems or methods that possibly occur in translating. Keywords: problems, methods, translation i ABSTRAK Biyandi, Wendy Rahmad. (2012). Students’ Problems and Methods in Translating Source Language Texts. Yogyakarta: Universitas Sanata Dharma. Sebagian besar mata kuliah di PBI di rancang untuk membantu para mahasiswa dalam mempelajari bahasa Inggris, seperti structure, pronunciation, reading, writing, listening, speaking, vocabulary, dan masih banyak lagi. Saat menca pai tingkat yang lebih tinggi, para mahasiswa diharapkan sudah mampu menggunakan kemampuan berbahasa Inggris mereka untuk diaplikasikan pada tujuan tertentu, seperti menerjemahkan teks dari sumber bahasa tertentu ke bahasa target. Para dosen pengampu mata kuliah Penerjemahan di PBI tentunya sudah memberikan berbagai materi perkuliahan seperti pendekatan, metode-metode, ataupun tekhnik dalam menerjemah kepada para mahasiswa. Akan tetapi, masih saja ada masalah dalam menerjemah yang mana menyebabkan penerjemahan yang dilakukan para mahasiswa kurang dapat diterima dengan baik. Penelitian ini dilakukan untuk menjawab dua pertanyaaan penelitian: (1) Masalah-masalah penerjemahan tertentu seperti apa saja yang muncul pada saat proses menerjemahkan yang dilakukan mahasiswa? an (2) Metode-metode apa saja yang cenderung digunakan mahasiswa dalam menerjemahkan. Untuk menjawab pertanyaan penelitian yang pertama, peneliti melakukan analisa dokumen. Dokumen yang dianalisa diambil dari hasil mid-term tes yang dilakukan oleh mahasiswa di kelas A Translation I tahun akademik 2011/2012. Untuk menjawab pertanyaan penelitian yang kedua, peneliti masih menggunakan analisa dokumen untuk menganalisa metode yang dipakai siswa dalam d alam menerjemahkan. Dari hasil penelitian, ditemukan 22 masalah yang terbagi menjadi dua jenis pengelompokan. Pengelompokan pertama adalah masalah tata bahasa yang mencakup tata bahasa sumber yang rumit (83,33%). Pengelompokan kedua adalah masalah leksis yang mencakup idiom (100%). Kemudian, peneliti mengungkapkan metode-metode penerjemahan yang teridentifikasi yang dikategorikan menjadi (1) penerjemahan harafiah yang mencakup penerjemahan kata demi kata (8,33%) dan penerjemahan harafiah (100%) dan (2) penerjemahan tidak harafiah yang mencakup penerjemahan semantis (33%). Berdasarkan hasil penelitian, pertama, peneliti menghimbau para mahasiswa untuk memperkaya kemampuan mereka menerjemahkan teks sumber, terutama teks yang berisi banyak kata-kata atau frasa leksis yang rumit dengan meningkatkan minat membaca Dalam hal metode dalam menerjemahkan, peneliti sangat menganjurkan mahasiswa untuk fleksibel dalam menerjemahkan. Peneliti juga menganjurkan dosen Translation I PBI untuk lebih memberikan latihanlatihan soal yang berisi permasalahan leksis, seperti idiom, kolokasi, pepatah, dan lebih banyak lagi. Terakhir, untuk peneliti berikutnya, peneliti mendorong peneliti lain yang tertarik pada penelitian yang berhubungan dengan topik ini untuk menganalisa lebih dalam tentang masalah-masalah dan metode-metode yang mungkin muncul dalam menerjemahkan. Kata kunci: masalah, metode, penerjemahan vii ACKNOWLEDGEMENTS Alhamdulilahirobil’alamin. Firstly, I would like to express my greatest gratitude to Allah SWT, who made this thesis possible. I owe my deepest gratitude to my sponsor, Made Frida Yulia, S. Pd. , M. Pd. whose feedback, encouragement, and support from the initial to the final level enabled me to finish this thesis. It is such a great honor for me to be guided by a great lecturer who was willing to share her precious time, knowledge, and experiences. I would like to particularly thank the Translation I Class lecturer in the academic year 2011/2012, Fidelis Chosa Kastuhandani, S. Pd. , M. Hum. for his permission to conduct this research in his class. My sincere gratitude also goes to Herdiansari Hayuningrum for all of her supports and suggestions given to me, and Mbak Devy for her help as my proofreader. I would like to give my special thanks to all of the lecturers of English Language Education Study Program who have taught me everything, especially to Drs. Y. B. Gunawan, M. A. for being my academic advisor. I would also like to thank Mbak Dhanniek and Mbak Tari for their help during my study, the library staff for their hospitality and help; and all of the fifth semester students who were taking Translation I Class C in the academic year 2011/2012 for their willingness to be participants in this research by letting me use their translation works as the data. My sincerest gratitude is addressed to my father Wahyu Widayat for his priceless support, to my mother Widi Harni for her endless love and prayers, to my brother Riski for cheering up my days. I owe my deepest gratitude to Edulight personnels: Heri, Bretya, Asep, Nidya, Susan, Asri, and Gloria for the unforgettable moments that we had all along; to Dwi, Hening, Seto, Shanti, Hedwig, Gaby, and my other friends in ELESP 2007 whom I cannot mention one by one, for accompanying me to conquer the hard time together. I would also like to express my special thanks to my girlfriend Riyani who has always been there for me anytime when I need her. iii May Allah bless all of the people who have supported me during the completion of this thesis. Amen. Wendy Rahmad Biyandi ix TABLE OF CONTENTS Page TITLE PAGE .. APPROVAL PAGES .. STATEMENT OF WORK’S ORIGINALITY . PERNYATAAN PERSETUJUAN PUBLIKASI ABSTRACT . ABSTRAK .. ACNOWLEDGEMENTS . TABLE OF CONTENTS .. LIST OF TABLES LIST OF APPENDICES CHAPTER I INTRODUCTION A. Research Background .. B. Problem Formulation C. Problem Limitation D. Research Objectives .. E. Research Benefits F. Definitions of Terms .. CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description . Translation 8 8 1 4 5 5 5 6 i ii iv v vi vii ix x xiv xv x 2. Translation and the Cultural Implication .. 3. Translation’s Considerations .. 4. Translation Problems .. a. Grammatical Problems . b. Lexical Problems . ) Collocations . 2) Idioms . 3) Proverbs . c. Stylistic Problems 1) Formality vs. Informality . 2) Style of Fronting .. 3) Passive and Active Styles . . Translation Methods a. Word for Word Translation b. Literal Translation .. c. Semantic Translation . B. Theoretical Framework CHAPTER III METHODOLOGY A. Research Method .. B. Research Setting .. C. Research Participants D. Instruments and Data Gathering Technique . 1. Human as Instrument .. 10 12 13 14 14 15 15 17 17 18 19 20 21 22 23 24 25 28 30 30 30 31 xi 2. Documents E. Data Analysis Technique F. Research Procedure 1. Asking Permissions to the Lecturer . 2. Collecting Data .. 3. Analyzing Data .. 4. Concluding and Reporting Findings CHAPTER IV RESEARCH RESULTS AND FINDINGS A. The Specific Translation Problems that Occured in the Students’ Translating Process .. 1. Idioms . 2. Complicated Source Language Grammar . 3. Collocations . 4. Proverbs . 5. Formality vs. Informality .. 6. Style of Fronting 7. Passive and Active Styles . B. Methods that the Students Tend to Use During the Translating Process 1. Literal Translation . 2. Semantic Translation .. 3. Word for Word Translation . 31 32 35 35 36 36 36 37 39 45 49 51 52 53 54 55 56 59 62 xii CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations .. 1. For English Language Education Study Program (ELESP) Students .. 2. For English Language Education Study Program (ELESP) Lecturers . . For Future Researchers .. 70 71 67 65 67 REFERENCES 72 xiii LIST OF TABLES Page Table 3. 1 Types of Grammatical, Lexical, and Stylistic Problems in the Students’ Translation .. Table 3. 2 The Types of Methods in the Students’ Translation Table 4. 1 The Percentage of the Identified Specific Problems in the Students’ Translation Work .. Table 4. 2 The Percentage of the Identified Translation Methods in the Students’ Translation Work .. 56 38 33 34 xiv LIST OF APPENDICES Page Appendix A Permission Letter Appendix B The Analysis Result of Students’ Translation Problems Appendix C The Analysis Result of Students’ Translation Methods . 73 75 81 Appendix D The Frequency of Identified Problems in Students’ Translation Works . Appendix E The Type of Methods Found in the Students’ Translation Works . 87 85 xv CHAPTER I INTRODUCTION This chapter consists of six major sections. They are research background, problem formulation, problem limitation, research objectives, research benefits, and definitions of terms. A. Research Background English Language Education Study Program (ELESP) is a study program under Teachers Training and Education Faculty in Sanata Dharma University. ELESP is known as Program Studi Pendidikan Bahasa Inggris (PBI). This study program aims to prepare future English teachers who have four competences; professional, pedagogic, personal, and social (Panduan Akademik Program Studi PBI, 2007). Several courses in ELESP are designed to support students’ acquiring English language, such as structure, pronunciation, reading, writing, listening, speaking, vocabulary, and many more. In the higher levels of study, the students are expected to be able to use their competences of English language in some more advanced purposes, such as how to translate a source language text (SLT) into a target language text (TLT). When the students are in the fifth semester, the lecturers of the ELESP begin to introduce translation course. There are several kinds of problems that the students face in translating either English into Indonesian or Indonesian into English text. The main aim of 1 2 translation is to serve as a cross-cultural bilingual communication vehicle among people (Gerding-Salas, 2000). In order to make such a good ‘communication vehicle’ among people, a translator then must try to translate a certain text properly so that the target people will be able to understand the meaning of the source language. Thus, translating means a translator re-tells the source language by using the target language without deforming its original meaning. Ghazala (2008) notes that in translating a text, there must be some difficulties that the translators might face, â€Å"a translation problem is any difficulty we come across at translating, that invites us to stop translating in order to check, recheck, reconsider or rewrite it, and make a sense of it† (p. 17). In this case, ELESP students are trained to be able to not only transfer the meaning of the source language into the target language text but also understand the principles, problems, or the process of translation. Meanwhile Newmark (1988) explains that â€Å"in a narrow sense, translation theory is concerned with the translation method appropriately used for a certain type of text† (p. 10). The lecturers of the translation class in ELESP must have been encouraging the students with some methods, approaches, or techniques of how to ease them in doing the translation tasks. However, there have remained some problems which make the results of the students’ translation are not appropriate. According to Molina and Albir (2002), â€Å"translation method refers to the way of a particular translation process that is carried out in terms of the translator’s objective, such as a global option that affects the whole texts† (p. 507). Moreover, during the activity of translating, some problems which include grammar, lexical, 3 stylistic, or phonological are also forcing the translators to hardly continue translating. This situation puts a translator into a condition where he has to negotiate form and meaning between the source language text and the reader of target language. When the students in the translation class are working on a translation task, he or she might hardly consider some methods in translating. In fact, recognizing and understanding the methods in translating are actually helpful for them in the process of translation. Some examples of this phenomenon could be established as follows, Joanne gave me two tickets yesterday which is translated into Joanne memberi saya dua tiket kemarin. People who understand English, especially ELESP students know that the result of the English language sentence into Indonesian language is acceptable. However, the sentence still sounds a little bit awkward and unnatural. There is another better alternative sentence that a translator can choose, such as kemarin Joanne memberiku dua tiket. A similar way of how students do their translation task from Indonesian language text into English language text sometimes frequently occurred. For instance, cepat atau lambat cuacanya akan berubah which is translated into fast or slow the weather will change. The result of the translation does sound English and grammatically correct, but it sounds awkward and is very unnatural in English. The sentence â€Å"sooner or later the weather will change† would be much more appropriate to be used. The examples above show that there is a consideration about the result of the translation, whether a translator should be ‘faithful’ to the form of the sentence 4 or the meaning of the sentence. In the world of translation, there is a tendency of people to use a ‘word for word’ translation method (Newmark, 1988, p. 6) since maybe the SLT is unbearably too difficult to be translated into TLT. Thus, he keeps to be faithful to the form of the sentence. Nevertheless, there are also many people or translators who try to consider the level of faithfulness based on not only the form but also the meaning. Therefore, it is important for the students in translation class to pay attention to the methods of translation before they s tart translating. Understanding the methods would help translators to doing translation because the methods influence the result of the whole text (Newmark, 1988, p. 45). Nevertheless, not all methods can be considered good to be used in the translation tasks. All these kinds of general facts about translation can be found on every translator’s works, including the works done by the translation class students of ELESP. Therefore, based on the phenomena that there are several problems in translating as well as less attention to the methods of translation, a research to find out the the students problems and methods in translating source language texts is conducted. B. Research Problems In the research problems, there are two questions to answer. 1. What specific translation problems occurred in the students’ translating process? 2. What methods do the students tend to use during the translating process? 5 C. Problem Limitation In this study, the writer analyzes the translation products done by Translation I class students. Since it is Translation I class, the translation is the one from English as the source language into Indonesian as the target language text. The data are taken from their result of progress I translation test. The writer analyzes the problems as well as the methods of how the students work on the translation task. There are a number of problems and methods elaboration of which they are explained in the Chapter II. Any mistake in spelling and punctuation will be disregarded since the writer would only focus on the problems and methods out of the minimum requirements. D. Research Objectives Dealing with the two research questions mentioned previously, this study is conducted to achieve these objectives. 1. To figure out the specific problems occurring in the students’ translating process. 2. To find out the methods which the students tend to use during the translating process. E. Research Benefits This research is expected to give benefits to both students and lecturers. For the students, the research shows them how well their mastery in translating so that they know which part should be improved. It also makes them know some 6 crucial problems that might occur in translating. It is expected that by learning from their problems, students will be more careful in translating and encouraged to optimize the use of translation methods Also, by knowing which part of students’ difficulties in translating, lecturers would find it easier to teach them based on their needs and weaknesses. Hopefully, by exposing the students to some various types of problems and methods in translation to keep in mind, the ELESP students can be more careful in doing their translation tasks. F. Definitions of Terms It is important to define some terms used in this study to avoid misunderstanding and to lead readers to a better understanding on the topic being discussed. The terms are as follows. 1. Translation According to Larson (1984, p. 3), translation is the transfer of meaning in the source language text into the target text; this is done by replacing the form of the first language by the form of the second language. Translation means rendering the meaning of a text into another language in the way that the author intended the text. In this research, translation represents the students’ process in how the students do the task of rendering the meaning. In other word, the task of what is called ‘translation process’. The students in the Translation I class work on translating Indonesian text as the SLT into English as the SLT. 7 2. Method In this research, Purwati (2010) states that there are many procedures or methods in translation. She adds that a procedure is the act or manner of proceeding in any action or process. In the Mcquarie Dictionary (1982) as quoted by Purwati (2010) explains that â€Å"a method is a way to doing something, especially in accordance with a definite plan†. In this study, method is the way the Translation I class students do something in their process of translating. The method is dealing with how the students create a certain plan to work on their translation task. 3. Translation I Class The next term is Translation I Class; Translation I Class refers to a class or course offered in the fifth semester by ELESP of Sanata Dharma University. Translation is designed to introduce knowledge of the definition, principles, problems, and process of translation. The students are exposed to the hands-on experiences of translating various types of text types. Some concepts dealing with translation are also introduced, such as cultural transfer, naturalization, coherence, unity, and flow (Panduan Akademik Program Studi PBI, 2011). In this research, Translation I Class is the class where the students do the process of translation under the guidance of the lecturer. Panduan Akademik Program Studi PBI additionally stated that the ELESP students are to identify syntactic, semantic, and pragmatic problems in translating letters, news, editorials, leaflets, abstracts, and journals. CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, related literature is discussed as theoretical base on which the study outlined in Chapter I is conducted. There are several important discussions presented in this research. The literature review is divided into two parts; those are theoretical description and theoretical framework. First, the theoretical description contains the relevant theories as references to support this research. Second, the theoretical framework discusses how the selected theories help to answer the research questions. A. Theoretical Description In this section, the researcher presents several theories of translation. Translation theories are important to be discussed since those theories become the major focus of the study. The researcher describes some experts’ definitions related to translation, translation and cultural implications, translation onsiderations, translation problems, as well as translation methods. 1. Translation There are many ways people can describe what translation is. According to Larson (1984), â€Å"Translation consists of changing from one state or form to another, to turn into one’s own or another’s language† (p. 3). Larson (1984) also states that â€Å"translation is the transfer of meaning in the source language text into 8 9 the target text; this is done by replacing the form of the first language by the form of the second language† (p. ). When students of English Language Education Study Program are learning translation, especially in Translation I class, it is not impossible that each of them face some problems in working on the exercise. Hatim and Mason (1990) explains that â€Å"Translators are inevitably acting under the pressure in the negotiation of meaning between the source-language text producer and the reader of the target-language text, both of whom exist within their own, different social frameworks† (p. 21). In Translation I class, the students act as if they are the real translators who have to be able to translate English text into Indonesian text appropriately, but problems still occur here and there. Many cases are found that most students do a literal translation, which more likely make them difficult to translate a source-language text naturally. Such ‘habit’ might lead the students to produce a translation product which does not sound English. Students tend to do the translation word by word, so the result remains too Indonesian. It is English but the context of language used in the translation product hardly represents a common characteristic of the social framework. Hatim and Mason (1990) explains that there are always so many improving aids that translators can utilize to make a good translation product, but actually the problems faced by the translators remain the same. Hatim and Mason (1990) describes several types of problems; the first is about the comprehension of source text, which covers parsing of text (grammar and lexis), access to specialized knowledge, and access to intended meaning. The second is about the 0 transfer of meaning, it includes relaying lexical meaning, relaying grammatical meaning, and relaying rhetorical meaning, including implied or inferable meaning, or potential readers. The third is about assessment of target text, it pervades readability, conforming to generic and discoursal TL conventions, and judging adequacy of translation for specified purpose. 2. Translation and the Cul tural Implications It is mentioned above that translators have a high risk to translate a source language text (SLT) into the target language text (TLT) without any concerns of common characteristics of the social framework. James (2002) states that translation is a kind of activity which inevitably involves at least two languages and two cultural traditions. Therefore, translators are inevitably confronting with how to treat the cultural aspects found in a ST and to find the best technique of conveying the intended meaning in the TLT. James (2002) explains that a gloss translation mostly typifies formal equivalence where form and content are reproduced as faithfully as possible and the TLT reader is able to understand as much as he can of the customs, manner of thought, and means of expression of the SLT context. Persons engaged in the complex task of translating possess some type of underlying or covert theory; as explained by Nida (1991), even though it may be still very embryonic and described only as just being faithful to what the author was trying to say, (p. 19). James (2002) mentions that the cultural implications for translation may take several forms ranging from lexical content and syntax to 11 ideologies and ways of life in a given culture. In this case, translators have to be able to analyze the significances found in the cultural aspects of the SLT and how necessary those significances are to be translated into the TTL. Some of the major problems of translation are over-translation, under-translation, and untranslatability (Abdellah, 2002). This statement implies that if translators fail to transfer the required cultural meanings from the SLT into the TTL, they might lead the translation products into over-translation, under-translation, or even untranslatability. It is true that the richness of vocabulary and the understanding of language structure out of the source language as well as the target language could influence the quality of the translators’ product of translation. However, the depth of the cultural understanding is essential to considering the implications for translation. James (2002), in her study mentions that based on the conclusion of importance to both linguistic and cultural differences between the SLT and the TLT, differences between cultures may cause more severe complications for the translator than do differences in language structure. More theory found in James’ study reveals that no language can exist unless it is steeped in the context of culture; and no culture can exist which does not have at its centre, the structure of natural language. These theories clearly indicate that mere ability or competence to create grammatically correct sentences as an impact to the TLT is not sufficient for the translators to be â€Å"as faithful as possible† to the SLT. The manner in which cultural aspects may be perceived and make translating decisions accordingly (James, 2002). 12 3. Translation’s Considerations Gerding-Salas (2000) states that every translation activity has one or more specific purposes and whichever they may be; the main aim of translation is to serve as a cross-cultural bilingual communication vehicle among peoples. In translating, there are several procedures, processes, or techniques of which a translator must consider, â€Å"Through experience I have learned that the consequences of wrong translations can be catastrophic† (Gerding-Salas, 2000). This statement shows how the task of translating could be getting much more difficult. Thus, translators cannot just simply translate a SLT into TLT without considering some kind of approaches. The translators’ habitual use of the language is unavoidably determining how perfect the result of the translation product (Gerding-Salas, 2000), â€Å"I shall assume that you, the reader, are learning to translate into your language of habitual use, since that is the only way you can translate naturally, accurately and with maximum effectiveness†. In fact, however, most translators do translate out of their own language. Gerding-Salas (2000) mentions that there is always a way of approaching an SLT, whether the translator chooses the author-centered traditional model, the text-centered structuralistic model or the cognitive reader-centered model. In order to decide which approach a translator must go on, a translator has to understand â€Å"the nature† of the confronted text. Several kinds of problems are provided in the study conducted by Gerding-Salas (2000). One of the problems is dealing with semantic and cultural nature (Tricas, 1995). According to GerdingSalas, this problem occurs when the translators happen to reading and 3 comprehending the SLT. In this case, the richness of vocabulary that the translators have plays quite a big role. Additionally, the cultural understanding supports the translators to comprehend the deep meanings of the SLT. Furthermore, Gerding-Salas (2000) adds that there might be a possibility of â€Å"Linguistic Untranslatability†, of which it obstacles the translators from finding the appropriate lexical terms, such as true and false friends, calque, and other forms of interference; institutional and standardized terms, neologisms, aphorisms, and many more. Another one Gerding-Salas (2000) states is about the â€Å"Cultural Untranslatability† such as idioms, sayings, proverbs, jokes, and so on. Thus, it would lead the translator into the ability to determine which one is to translate and which one is supposed to be not. As a result, cautious attitude towards these problematical issues in the translating process is taken into account. Otherwise, the result of the translation would be vulnerable to some misuse or interference of both languages. 4. Translation Problems Ghazala (1995) states that â€Å"A translation problem is any difficulty we come across at translating, that invites us to stop translating in order to check, recheck, reconsider or rewrite it, or use a dictionary, or a reference of some kind to help us overcome it and make sense of it† (p. 17). In this section, the researcher discusses several problems that might occur during the translation process. There are three major focus of translation problems to be discussed. The first one is about 14 grammatical problems, the second is about lexical problems, and the third is about stylistic problems. . Grammatical Problems English and Indonesian grammars are different according to each of its structure. Ghazala (1995) provides one example of sentence dealing with this problem, of the three books you have recommended to me, I have chosen only one. If the sentence is translated into Indonesian, it will become dari ketiga buku yang telah kamu rekomendasikan kepada saya, saya hanya memilih satu. According to Ghazala (1995), this kind of sentence structure, which is starting with ‘of’ and postponing the main clause ‘i have chosen’ to a back position, is considered complex. Ghazala (1995) notes that it can make the students of translation find it difficult to understand easily and directly. He adds that the point becomes clearer at comparing it to the following normal and direct structure, just like I have chosen only one of the three books you have recommended to me, or in Indonesian it becomes Saya telah memilih satu dari ketiga buku yang kamu anjurkan kepada saya. b. Lexical Problems Ghazala (1995) explains that â€Å"Lexical problems occur when a word, a phrase or an expression is not understood clearly and directly, misunderstood, not known at all to students, or not found in standard dictionaries (p. 9). According to Ghazala (1995), there are specific problems that the students might worry. The problems are dealing with collocations, idioms, proverbs, and cultural terms. 15 1) Collocations According to Ghazala (1995), collocation is the combination of two or more words that always occur consistently in different texts and contexts in language (p. 106). Ghazala (1995) adds that collocations occur in several conditions, such as certain nouns occur with certain adjectives (e. g. ‘blind confidence), a verb with a noun (e. g. ‘draw a sword), a noun with a noun (e. g. brain drain), and many more. Indonesian and English have their own different collocations. Meanwhile, Ghazala (1995) emphasizes that collocations play a vital role in a language (p. 106). Collocations are sometimes inevitabe and it creates a beautiful part in a language. Therefore, Ghazala (1995) notes that students need to attend to the collocations fully in Indonesian to lend the Indonesian version the same beauty of the English text (p. 106). It means that it is important for the students to undermine the concern with the translation of the English collocations in Indonesian. ) Idioms Ghazala (1995) explains that idiom is any â€Å"phrases which have fixed forms and special meaning of their words† (p. 19). English idioms, such as found in this sentence, ladies and gentlemen, lend me your ears, cannot be translated directly into Indonesian. Ghazala (1995) states that it has methaporical meanings, and it is saying something to mean something else (p. 129). However, translating English idioms directly into Indonesian is still acceptable only if the meaning can be clearly understood. For example, the 16 company is on the black list. In Indonesian translation, the sentence would be perusahaan itu sedang dalam daftar hitam. In Indonesia, daftar hitam has the same meaning as black list, of which this word tries to describe a list of people who are out of favor. However, the case is different from this sentence example, the exam was a piece of cake for me. If the sentence is translated literally into Indonesian, the sentence would be ujiannya seperti sepotong kue bagi saya. The phrase ‘a piece of cake’ in English means undertaking something that is so much easy to do. Therefore, it has no relation at all with Indonesian words sepotong kue. Another problematic problem dealing with idioms is phrasal verb. Ghazala (1995) explains that phrasal verb is a combination of a verb and an adverb or preposition, or both an adverb and a preposition, such as up, down, on off, in, out, over, and many more (p. 133). If the verb and the adverb or preposition are combined together, it might result a specific idiomatic meaning. The meaning of the combination between the verb and adverb or preposition usually cannot be understood individually. The students of the translation class might face this kind of problem. Students sometimes become misled and confused when they are trying to distinguish which English phrasal verb is idiomatic or normal. There are two examples of sentences which indicate whether it is prepositional verb or phrasal verb that has specific meaning. Put the book on the table, this sentence has a clear meaning and it is understandable, there is the verb ‘put’ and the preposition ‘on’. The other example is put your coat on, this sentence is different from the 17 previous one. There is something missing after the preposition ‘on’, there is no adverb such as found on the former sentence. The second sentence indicates an idiomatic meaning which has no relation to the first sentence, eventhough both sentences are using the verb and the preposition ‘put on’. 3) Proverbs Ghazala (1995) states that proverbs are special, fixed, unchanged phrases which have special, fixed, and unchanged meanings, just like idioms (p. 138). According to Ghazala (1995), a proverb cannot be understood as a collection of the individual meanings of its words. Ghazala (1995) adds that proverbs are metaphor and stand for something else. Proverbs in English cannot be translated or understood directly because it has a certain relation with culture. Students might become more confused when they are trying to find an Indonesian phrase which has a closest proverb relation with the English phrase. c. Stylistic Problems The next set of problems of translation is dealing with stylistic problems. According to Ghazala (1995), style is viewed as a part of meaning and affects it in different ways and to different degrees (p. 222). The statement means that if there is a change in the style, the meaning will be changed either. Ghazala (1995) mentions that meaning was claimed to stand on its own, it is unaffected by such certain style (p. 222). Nevertheless, style has been given a special attention and it is indeed part of meaning. 18 If translators attend to style and consider the importance of using style in their work, they will fully attend to the meaning. Meanwhile, if translators ignore the presence of style, they will ignore some parts of the meaning. There are two sentences to show that the significance of style is worth discussing. Her mother died yesterday and her mother was killed yesterday. Those two sentences have the meaning that her mother is dead. In Indonesian, it can be translated as ibunya meninggal kemarin. However, translators cannot just translate the above sentences into one and the same Indonesian version of translation because the cause of the death is crucial to both the dead person and to the family. Her mother died yesterday is normal and neutral death, meanwhile her mother was killed yesterday is abnormal, unnatural, and disgraceful crime. From the examples above, it can be inferred that style has its own role in any aspect of language and meaning. Ghazala (1995) defines style as â€Å"different choices made by writers from the language stock in regard to layout (of shape), grammar, vocabulary (or words) and phonology (or sounds), namely, from all aspects, levels and components of language (p. 223). 1) Formality vs. Informality Ghazala (1995) suggests a scale of five ‘styles’ of English language, which is general but proved to be widely acceptable by most people. There are frozen fornal, formal, informal, colloquial, and vulgar (slang). Examples: a. Frozen formal : ‘Be seated’ b. Formal : ‘Have a seat’ Duduk Silakan duduk 19 c. Informal d. Colloquial : ‘Sit down, please’ : ‘Feel at home Mari, silakan duduk Anggap lah rumah sendiri Ayo cepet duduk! e. Vulgar (slang) : ‘Sit bloody down! ’ However, it is difficult to distinguish formal and informal styles of language. Ghazala (1995) explains that â€Å"despite the difficulty and personal nature of the distinction between the five styles of English language, we can understand and apply them in general terms (p. 226). The examples provided above has their own different effect and meaning. The example a is so official and seems to be impolite, it can be said by a harch person or a man of a high position, such as a boss, a manager, a king, and many more. Whereas example b is official but polite, it can be used in the similas context as the example number 1, but appropriately to friends or personal acquaitances. The example example c is much more polite, and considered rather unofficial. Meanwhile example number 4 is quite friendly, intimate, and kind, of which it reflects colloquial tone. The last example is so strong and rude, usually it is said as a humorous context to close friends. ) Style of Fronting Another important stylistic device is the style of fronting. According to Ghazala (1995), it is a widely used style at both the sentence and text levels which has the purpose to move a word, a phrase or a clause from its original place in the middle or at the end of the sentence to the beginning (or the front position) of the sentence (p. 231). Examples: a. In my room he slept Di kamarku dia tidur 20 b. If you apologize, I will forgive you Bila kamu meminta maaf, aku akan memaafkan kamu Ghazala (1995) notes that making such frontings are not made by a chance, it is made for good reasons (p. 31). The fronting is made by putting the subordinate clause before the main clause. This changing position of the clause means nothing but giving important function of emphasis than the other part of the sentence. Therefore, the fronting style means that it plays a vital role in understanding meaning. In my room he slept instead of he slept in my room, the first sentence tries to emphasize that ‘in my room’ is to be more noticed rather than ‘he slept’. The next is, If you apologize, I will forgive you means that the person concerned demands apology in order to give forgiveness to the other person. ) Passive and Active Styles Ghazala (1995) explains that passive and active are two contrastive forms and styles, they have different funct ions (p. 246). The researcher does not say that Indonesian language tends to be active or passive, or so does English. Ghazala (1995) points out that both styles have to be reflected in Indonesian for their important functions to the message. Example: a. The American solidiers killed five Afghans children yesterday. b. Five Afghans children were killed yesterday. Those two sentences above have the same meaning. However, if those sentences are carefully considered, they look different. The first sentence is active 21 and it clearly shows that the killers or the doers of the action is revealed. Meanwhile the second sentence is passive and it hides the killers or the doers. From the examples above, it can be shown how the distinction between the active and the passive style influences the meaning of the sentence. The active sentence one focuses on the murderer or the killer, this might be due to political reasons or its relation with public media. Meanwhile, the second passive sentence does not focus on the doer of the action, it is more on the results of what the doer has done. Hiding the identity of the doer can probably mean that the doer is not quite important and is just possible to ignore. 5. Translation Methods Newmark (1988) suggests that the central problems of translating has always been whether to translate literally or freely (p. 45). Students in translation class apply some various ways on how they do the translating process so that the result would be considered as a good translation. Some of the students are trying to translate the text very carefully that they are afraid of distracting the meaning. On the other hand, some other students strive hard translating the text faithfully because they think that every single word or sentence in the text is important to translate. Molina and Albir (2002) states that there are two categories which can be used to analyze translations (p. 498). The categories are textual and contextual. According to Molina and Albir (2002), textual categories describe mechanisms of coherence, cohesion, and thematic progression. Meanwhile contextual categories 22 introduce all extra-textual elements related to the context of the SLT and the translation production (p. 498). Based on the statement described, how well the students have solved their problems in translation is actually influenced much by the two categories. Students cannot translate the SLT into TLT just the way they like it since it would affect the result of translation product, whether the translation is acceptable and natural enough for the directed readers. Therefore, translating needs some specific strategies and methods. The strategies are how the students carefully see the text through textual and contextual categories, and how the students make use of the methods based on the strategies afterwards. In this part of the chapter, the researcher try to describe specific ways to translate SLT into TLT which are considered as methods of translation. Literal and non-literal translation are the two focuses to be highlighted. The Literal translation is divided into two topics to discuss, there are word for word translation and literal translation. Meanwhile, the non-literal translation is described into one topic, that is semantic translation. a. Word for Word Translation Newmark (1988) explains that this method of translation is often demonstrated as interlinear translation with the target language is immediately below the source language (p. 45). What is meant by interlinear is that supposed there two sentences written down lined up, the above sentence is the source language sentence, and below is the target language sentence. Usually a translator who performs this kind of translation method would likely put the meaning of every single word of the source language sentence down below. 23 Example: SLT TLT : Look, little guy, you all should not be doing that. : Lihat, kecil anak, kamu semua harus tidak melakukan itu. According to Ghazala (1995), â€Å"this method regards translation to be a translation of individual words† (p. 5). The arrangement of the TLT is perfectly the same as the one SLT. The translators translate the sentence ord by word, general meanings are prioritized, meanwhile the context is not taken into account. Ghazala (1995) adds that the whole concentration of this translaton method is on the source language, whereas the target language should follow, imitate, and mirror it blindly, perfectly and precisely, neither more nor less (p. 5). b. Literal Translation Newmark (1988) explains that a literal translation is when the SLT grammatical constructions are converted to the nearest TLT e quivalents, but the lexical words are again translated singly, out of context (p. 6). This translation method is almost similar to the previous one, word for word translation. In the process of translating, the translators are trying to identify the grammatical construction of the SLT which is similar to the TLT. At the first time, translating the SLT by using a word for word translation method is initial action to do, but then the translators adjust the construction of the SLT grammar with the TLT grammar. This type of translation method is actually described as translating between using word for word translation method and free method. However, the result of the translation still remains out of context of the meaning. According to Ghazala 24 (1995), this method of translation means to translate each source language word or phrase into an identical word or phrase in the target language, with the same number, grammatical class, and type of language (p. 6). Example : a. SLT TLT b. SLT TLT : Look, little guy, you all should not be doing that. : Lihat, anak kecil, kamu seharusnya tidak berbuat seperti itu. : His position is in the right place. : Posisinya berada di tempat yang benar. Ghazala (1995) adds that the process of translating using this method is like a noun is translated into a noun, two nouns into two nouns, one adjective into one adjective, two into two, and so on and so forth (p. 6). c. Semantic Translation Semantic translation has a quite close relation with faithful translation. According to Newmark (1988), faithful translation attempts to reproduce the precise contextual meaning of the original within the constraints of the target language grammatical structures (p. 46). What makes semantic translation different with faithful translation, based on Newmark (1988), is that it differs from faithful translation only in as far as it must take more account of the aesthetic value, that is, the beautiful and natural sounds of the source language text (p. 46). From the differences between the faithful translation and semantic translation above, semantic translation is considered more flexible to the TLT. Semantic translation should take an account of aesthetic or so-called beautiful features of the SLT to be compromised with the possible meaning in TLT. 5 Example : SLT TLT : He is a book-worm. : Dia adalah seseorang yang suka sekali membaca. The word ‘book-worm’ in the above example could be actually translated into the word ‘kutu buku’ in Indonesia, so the sentence in TLT would become ‘dia seorang kutu buku’. However, the the above TLT sample sentence is translated accordance to the cultural context as well as accepted functional limitation of the TLT. B. Theoretical Framework This chapter synthesizes all relevant theories which are significant to discuss for the sake of this research. Translation means retelling what a translator has obtained from the source language to the target language. The researcher selected the theories of translation from Larson (1984) because it is quite relevant to the study. When translating something, a student or a translator is trying to transfer the meaning from the first language into the second language or vice versa. The translator should pay attention to the source language text’s social framework which might be different from the target language text. If the translator just attempts to do a literal translation without considering the main ideas or cultural characteristic of the source language text, it is possible if the translation product will sound awkward. Translating a source language text into target language text cannot be separated from cultural implications. The researcher agrees with the statement 26 made by James (2002) mentioning that translation is a kind of activity which inevitably involves at least two languages and two cultural traditions. The cultural implications have something to do with the translation considerations. In translating, there are several procedures, rocesses, or techniques of which a translator must consider. Therefore, in order to be able to work on the translation process, the translators should consider the cultural aspects too. James (2002) states that no language can exist unless it is steeped in the context of culture; and no culture can exist which does not have at its center, the structur e of natural language. This is related to the ‘cultural untranslatability’, the explanation made by Gerding-Salas (2000), saying that this phenomenon obstacles the translators from finding the appropriate idioms, sayings, proverbs, jokes, and so on. The basic theories about cultural implications and translation considerations lead the researcher into an overview of how the students in the translation class manage their translating process. In other words, the researcher is able to know whether the students are taking all these kinds of pre-translating activity into account or not. Relating the theories about cultural implications and translation considerations to the problems confronted by the students in translating English as the SLT into Indonesian as the TLT would help the researcher to analyze it more thoroughly. After the researcher has identified the characteristics of the students’ translation works based on the cultural implications and translation considerations, he then moved to what problems that obstacle the students from translating appropriately. There are many kinds of translation problems which 27 probably occur when the students are translating the text. The researcher specified the problems into three major aspects, those are grammatical problems, lexical problems, and stylistic problems. Actually there are many other aspects of translation problems that might be found in the world of translation. The researcher specifically selected the three out of the many other problems described by Ghazala (1995) because those are significant aspects which really influence the quality of the translation product. When the translation problems have been identified and analized, it would help the researcher to move on to the next part to discuss, the methods of the translation. Basically, there are various theories stating about some methods that generally translators use. Molina and Albir (2002) states that there are two categories which can be used to analyze translations (p. 498). The categories are textual and contextual, textual covers mechanisms of coherence, cohesion, and thematic progression. Meanwhile, contextual categories introduce all extra-textual elements related to the context of the SLT and the translation production. The researcher chose the translation methods from Newmark (1988) and Ghazala (1995) because those are quite relevant to the characteristics of categories stated by Molina and Albir (2002). CHAPTER III METHODOLOGY This chapter presents the research methodology employed in the research. It consists of six major sections. They are covering the research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure. A. Research Method There were two research questions to be investigated and in this research; and qualitative research was used as the methodology. Qualitative research method was selected because it offers the most appropriate ways to gain the research findings. Johnson and Onwuegbuzie (2004) as cited in Ary, Jacobs, and Razavieh (2010) states that â€Å"research methods should follow research questions in a way that offers the best chance to obtain useful (and the most thorough) answer† (p. 24). This research was conducted to obtain useful information about the problems encountered by the fifth semester students of English Language Education Study Program (ELESP) as well as the methods in translating source language texts, in this case translating English as the SLT into Indonesian as the TLT. According to Sprinthall and Schmutte (1991), qualitative method is â€Å"approaches used to systematically gather data, but the data are purely descriptive and therefore not numerical† (p. 100). The researcher was going to present the 28 29 data in the form of words instead of numbers and measures. Therefore, qualitative research is considered the best and the most relevant method to apply. To answer the first research question, which investigates the problems occured in the students’ translating process, document or content analysis was applied in this research. The researcher employed document analysis because he took the students’ translation works as the data. Ary et. al. (2010) states that â€Å"document analysis aimed to identify specified characteristics of written or visual materials† (p. 457). The researcher analyzed the documents based on the students’ translation works which were submitted upon their mid-term test in Translation I class. After the researcher rely on the results of the students’ translation products, the problems that the students encountered would be possibly able to be identified and analyzed. When the researcher has analyzed the problems occurring through the students’ translation test papers, the researcher moved to answer the second research question, the question of what methods that the students tend to use during the translating process. Beside still analyzing what characteristics appeared on the students’ translation papers, the researcher used the analysis of the translation problems which were previously found to support answering the second research question. In addition, related references were also used to support the process of analyzing the data. 0 B. Research Setting The research was conducted in the academic year of 2011 in ELESP of Sanata Dharma University. The location of the data gathering was in the class of Translation I. The research took the data after the students of Translation I class committed their mid-term test. C. Research Participants The participants of this research were the students from Translation I class C in ELESP of Sana ta Dharma University. Actually, there were two classes had employed Translation I as the obligatory course. The total amount of the students are 24, and the researcher selected one class out of the two. The researcher only took 12 translation works as the papers to be analyzed. The students who were having the Translation I class were those who had fulfilled the prerequisite course. The students were eligible to take this course after passing Structure 4 (Panduan Akademik Program Studi PBI, 2011). The class is in the academic year of 2011. As they had taken the prerequisite course, they were expected to have sufficient knowledge in applying their competence for translating. D. Instruments and Data Gathering Technique To obtain in-depth analysis and interpretation about thi