THE IMPORTANCE OF TRANSLATING AND INTERPRETING STUDIES
TOWARDS STUDENT’S SPEAKING SKILL
Suhendar
STIBA
IEC Jakarta
Suhendar_success@yahoo.com
ABSTRACT
Principally, the objective of this research is to find out the result of
achievement of student’s speaking skill through the performance of translation and
interpreting studies. In view of that, this research constitutes
one of teacher’s best endeavors to recognize the attainment of student’s speaking
skill as the prerequisite for them to get a highly qualified competency for
their carrier in the future. Hence, the objective of education for which the students
pursue in the university can be accordingly achieved.
In connection to which, the
writer elaborates the problem as follows: 1) what is the importance of performing
translating and interpreting studies towards the achievement of student’s
speaking skill?; 2) why is the attainment of student speaking skill is very
crucial in the society?; and what are the chronological steps of the fulfillment
of student’s speaking skill through translating and interpreting studies so
that their education qualification can be automatically boosted.
Finally, the student should be encouraged to
improve and develop their global communication skills to enable them to
communicate internationally as one of their requirements in encountering the problems
they might have in the future. In respect of which, from this studies can be
found the facts that students are highly recommended to study about translation
and interpreting skill because in translation and interpreting studies there is
the mastery of Intra-language, inter-language, inter-semiotic, intercultural
and visual translation which can support their speaking skill. Furthermore, the achievement of students speaking
skill in the society is very important due to the fact that many kinds of
world-class business opportunities need a qualification of competency-based
speaking skill. The steps of improving the students speaking skill through
translating and interpreting study are namely understanding linguistics, socio
linguistics and psycho-linguistics and vocabulary as well.
Keywords: Translating and Interpreting studies,
world-class business opportunity,
students’ speaking skill
A.
INTRODUCTION
1.
Background
Generally, in improving students speaking skill, the first
things first, student must automatically learn the language itself as a means of communication. In this matter, to learn English
language, hence, students should learn a wide range of English speaking
competence elements which are among the other things English grammar, English
vocabulary, English translation and English interpretation. Even though,
students have a limited time to learn English in class, however they still have
enough time to practice English outside of the class in order to be more familiar
with English. There are so many things which constitute the best effort for
students to have their English speaking skill improved, for example it is necessary
for the students only to speak English during the class, and the teacher
himself must be able to convince his students to be brave to speak English, it
does not matter if they have very bad grammar for the first time. Just say
whatever the students want to say. And the teacher must convince his students
that making errors is a normal thing in learning. This way will raise students’
confidence to try to speak English. Furthermore, the students should have English
conversation club that consists of their own classmates or their friends having
the same interest in mastering their English speaking skill. They can share and
talk about anything in English during that time. In this club, they can learn
together. Students of university can correct each other without feeling
embarrassed. English will become students’ routine activities.
In relation to which, the other ways of how to improve
the students speaking skill is by joining English-supporting program like
translating and interpreting studies. Translating and interpreting skills have a
significant contribution on the mastery or knowhow of students’ speaking skill.
Fundamentally, every problem can be solved, likewise
the problem of how to speak English fluently that students have. By forcing the
students to study about language along with the elements thereof, students can
obtain such an interesting experience to get the admiration and enjoyment of speaking
English during the class or elsewhere in the campus environment. Interestingly,
the creativity and innovation of how to find another way to enhance the
students speaking skill is considerably required.
2. The Objective
The objective of this study is to find out the result of achievement of student’s
speaking skill through the performance of translation and interpreting studies.
3.
Theoretical Framework
3.1 Translation Definition
There are some translation definitions which are among
the other things: (1) Nida and Taber (1982:12) say that translating consist in
reproducing in receptor language the closest natural equivalence of a
source-language message, firstly in terms of meaning and secondly in terms of
style; (2) Wills (1982:112) says that translation is a procedure which leads
from a written source language text to an optimally equivalent target language
text and requires the syntactic, semantic, stylistic, and text pragmatic
comprehension by the translator of the original text; (3) Larson (1984:3) says
that translation consists of translating the meaning of the source language
into the receptor language. This is done by going from the form of the first
language to the form of a second language by way of semantic structure. It is
meaning which is being transferred and must be held constant. Only the firm
changes; (4) Malinowski (1965:11-2) quoted by Tou (1999:3) says that
translating must always be the re-creation of the original into something
profoundly different. On the other hand. It is never substitution of word for
word but in variably the translation of the whole context; (5) Steiner
(1994:103) says that translation can be seen as (co) generation of text under
specific constraint that is relative stability of some situational factors and,
therefore, register, and classically, change of language and (context of)
culture; (6) Rachmat Effendi (1922:6) says that translation is the process of
transforming message from one language (source language) into another (target
language) by reconstructing & editing sentences of the target language; (7)
Baker (1992:5-6) says that the equivalence is adopted in this book for the sake
of convenience-because most of translators are used to it rather than because
it has any theoretical status. It is used here with the provision that although
equivalence can always be obtained to some extent, it is influenced by a
variety of linguistic and cultural factors and it is therefore always relative.
From all statements stated hereinabove, it can be
known that there are some different definitions, however in practice, if they
are deeply analysed, they actually complement each other.
3.2
The Nature of Translating and
Interpreting Philosophy
Translating-interpreting
activity worldwide, continue to be more and more important practices,
especially in Indonesia as it is close to globalization and digitalization era. That is why a translation and interpreting
Agent is now emerging to be a key position in high level of communication and,
be more momentous in intermediating various type of business activities both
among parties and individuals, especially in many developing countries beginning
to go international, like Indonesia.
Academically,
by understanding and mastering the scope of translating and interpreting skill
the students will have another source to improve their speaking skill, the
extent to which, they really understand and practice it as well as possible.
The following is the scope of translation and interpreting.
Here
is the Triangle of Communication infrastructure, comprising Linguistics or
Standard English language based on the conventional agreement of linguist,
Socio-Linguistics or non-standard English Language based on cultural Agreement
or the comprehension of a certain community, and Psycho-Linguistics or Practice
of Communication or Language understanding based on individual comprehension or
ones logic rather than knowledge. And you will be unable to build communication
properly or effectively without mastering or at least understanding all of
these aspects.
Unquestionably,
Indonesia is a big country with good reputation in international business sphere.
In relation to which, most of leading Indonesian running business internationally
nowadays tries to find intermediary parties including translator and/or
interpreters in order to succeed their business. That is why understanding and
mastering translation theory will meaningfully support the competence of
speaking.
Why
study Translation and interpreting because translation and interpreting studies
can also support speaking competence of students while the students will also
engage to:
·
love and pleasure of
working with languages;
·
To explore and understand
the details, nuances, and secrets of language and language transfer;
·
To understand the workings
and importance of translation, and the translator, in all international and
intercultural exchanges;
·
To learn about and develop
skills in terminology and technologies of translation;
·
To participate and work in
increasing international inter-connectedness;
·
To acquire professional
skills in language transfer and get a job in the field;
·
To work as a translator, or
interpreter, or terminologist, or reviser, or bilingual, and even trilingual
editor/writer – in many companies or institution either nationally or
internationally
The process of translating and interpreting competence is
simply described in the following sequence. Starting from the Source Language
(SL) student should analyze what kinds of source language which should
translate or interpret into target language, after which it transfers and
restructures into Target Language (TL). For example if the student would like
to translate or interpret “di tengah
cerahnya mentari” he cannot translate “in the middle of the sun”, as it is
impossible, instead of “On the sunny day”. Another example if the student would
like to translate or interpret from Indonesian “Marilah kita sambut hari cerah ini dengan senyum ceria dan dada
terbuka” student cannot translate into “Lets welcome
this clear day with good smile and open chest” Instead of lets enjoy this sunny day with
bright smile and spirit of life”. Furthermore,
if the student would like to translate or interpret “Pemerintah belum melaksanakan program pengentasan kemiskinan” student
cannot translate or interpret “ the Government does not perform poverty
alleviation program” Instead of “the
Government is not performing the poverty alleviation program”. Student should translate
in the form of present progressive not in present tense, because if we
translate or interpret in present tense it means there is not a good faith from
the Government to perform poverty alleviation program. So that why student
should translate or interpret in present progressive form, as it is only for
temporary being.
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3.3
The scope Interpreting
Interpreters convert spoken or sign language statements from one
language to another. Interpreting involves listening to, understanding and memorizing
content in the original 'source' language, then reproducing statements,
questions and speeches in a different 'target' language. This is often done in
only one direction, normally into the interpreter's native language, but may be
on a two-way basis.
Interpreters
work in the following settings:
·
business functions such as meetings, conferences,
exhibitions and product launches;
·
criminal justice proceedings, known as public
service interpreting (PSI), including police and probation service interviews,
court
·
hearings, solicitor interviews, arbitration
hearings and immigration tribunals;
·
community-based events and assignments within the
education, health and social services sectors.
3.4 Types of interpreter
Interpreting can be carried out in person, by telephone or via video
conferencing and internet-based technologies.
There are
several types of interpreting.
·
Simultaneous interpretation (SI): working
in a team at a conference or large meeting, the interpreter sits in a
soundproof booth (there are separate booths for each conference language) and
immediately converts what is being said, so listeners hear the interpretation
through an earpiece while the speaker is still speaking. A variation of this is
whispering or chuchotage, where the interpreter sits near one person or a small
group and whispers the translation as the speaker carries on. Sign language
interpreting is also usually simultaneous. Interpreters typically take turns of
about 30 minutes as it demands such high levels of concentration.
·
Consecutive interpretation (CI): more
common in smaller meetings and discussions, the speaker will pause after each
sentence or point and wait while the interpreter translates what is being said
into the appropriate language.
·
Liaison interpretation: also
known as ad hoc and relay, this is a type of two-way interpreting, where the
interpreter translates every few sentences while the speaker pauses. This is
common in telephone interpreting as well as in legal and health situations. The
interpreter supports people who are not fluent in the language to ensure their
understanding.
·
Sign language interpretation:
interpreters convert spoken statements into sign language and vice versa.
Interpreting from one sign language to another is another option.
3.5 Responsibilities
The following work activities are likely in any interpreting setting:
·
assimilating speakers' words quickly, including
jargon and acronyms;
·
building up specialist vocabulary banks;
·
writing notes to aid memory;
·
using microphones and headsets;
·
preparing paperwork - considering agendas before
meetings, or lectures and speeches when received in advance;
·
using the internet to conduct research;
·
organizing workload and liaising with internal
departments, agencies and employers;
·
working to a professional code of ethics covering
confidentiality and impartiality.
3.6
The Nature of Speaking
1)
The nature of Skill
Department of Health (2001:45) said skill is an ability
and capacity acquired through deliberate, systematic, and sustained effort to
smoothly and adaptively carryout complex activities or job functions involving
ideas (cognitive skills), things (technical skills), and/or people
(interpersonal skills). Cowan, Ruth Schwartz (1997:179), Skill is the ability,
coming from one's knowledge, practice, aptitude, etc., to do something well.
Furthermore skill can be theoretically said as the
learned ability to carry out a task with pre-determined results often within a
given amount of time, energy, or both. In other words the abilities that one
possesses. Skills can often be divided into domain-general and domain-specific
skills. For example, in the domain of work, some general skills would include
time management, teamwork and leadership, self-motivation and others, whereas
domain-specific skills would be useful only for a certain job. Skill usually
requires certain environmental stimuli and situations to assess the level of
skill being shown and used.
Based on the above theories it can be concluded that
Skill is the ability, coming from one’s knowledge, practice, aptitude, etc., to
do something well.
2) The nature of Speaking
The whole of human
history is built upon communication. From the first story told in prehistoric
times through the mass media of today, verbal communication has built the
foundation of who we are, where we came from, and what we hope to become.
Throughout time, many orators, philosophers, and educators have tried to
capture the essence of human communication. Although a true understanding of
the complexity of communication takes years of examination, it has tried to
offer a brief highlight of some of the major contributors.
Speaking is a very
important part in studying English. People need to speak in order to
communicate one each other and make a good communication. When someone was
born, he learns how to speak, and speaking can make him communicate or contact
with other person. According to Yorkey (1990;4), speaking skill is a skill and
like other skill, it must be practiced continuously. 1) The teacher role is
becoming important for students later. There are many keys to support speaking
skill by listening cassette, watching TV, Watching film, practicing with
foreigners, practicing with partners. In judging whether students are speaking
in correct statements. There are two criteria which the teacher must take :
-The students have to understand the meaning of words that they use and
associate them into the objects of their represent. –The students have to
pronounce the words properly in order to arise some perception and they
understand each other. (Richard C Yorkey, 1990:4).
Speaking is a form of
communication (Jone, 1989: 14). It means that speaking a kind of communication which is conveyed
orally. It is certainly that the process of it involves two sides, the speaker
and the listener who may function interchangeably. When the speaker produces
utterances sent to the listener, he/she may function as a speaker. Otherwise,
when the listener gets turn to give responses, he/she may function as a
speaker. In short, may be said that speaking has the similar meaning to oral
communication.
Brown says that
conversations are collaborative activities as participants (speaker and
listener) engage in a process of negotiation of meaning, (Brown, 2001:268).
Meanwhile, Brown and Yule say that in the production of speech each speaker
needs to speak individually and ideally. He needs someone to listen to this speaking
and to respond to him, (Brown and Yule, 1997; 25)
In relation to
building social relationship, everyone owns his goal for that reason. One may
speak when he intends to discuss something. Harmer (2006: 46-7) states that
there are. This implies that some reasons why people are involved in
conversation. First they want to say something. This implies that when there is
something to tell, they need to speak; otherwise, he will not speak. Second,
they have communicative purpose. Third, they intend to select words. It means
speakers in general have certain capacity to produce new and appropriate
sentences.
Richards and Renandya
(2002: 201) support Hammer’s views, which emphasize that one will make a social
relationship through discussion forum. In this case, he will express his own
ideas and persuade others or clarify information. Boardman (1979; 1) states
that the language used by a speaker is to show how to ask information, to
suggest, to prohibit, to express ideas, etc. In the context of English learning,
students are encourage to be able to express themselves in target language, to
overcome basic skills of interaction such as mutual greetings, expressions of
thanks and apology, and to express his needs such as asking for information
(Brown and Yule, 1988: 27).
Samovar and Mills
(1972:62) further elaborate explanation provided by Finochiaro and Bonomo; that
is, speaking as a two-way communication process between speaker and listener.
They suggest that spoken communication does not only require speaking skills
but also mutual understanding between speaker and listener. They define spoken
communication as follows: 1) ‘communication involves more than one people, 2)
communication aims at obtaining responses, 3) ideas and feeling are
communication materials that need to be specially planned to achieve the
intended objectives, 4) communication is a symbolical process, 5) communication
is a real process in life that depends end how we adapt to our surrounding
properly, 6) response of the receiver or
listener is the test to effectiveness of communication activities. Lack of
listener’s response means no communication exist.
Papalia (1983:15)
states that speaking skills is not solely dependent on linguistics, competence
but also on understanding of culture, strategic function and use of language in
interactions in social contexts since success in acquiring communicative
competence is dependent on how the components are integrated. For this,
sauvignon (1983:21) suggest that communicative competence in the teaching of English
needs to be develop through more provision of time for listening activities,
providing students with the greatest possible opportunities to obtain
responses, considering student’s grammatical mistakes as something natural in
the teaching-learning process and performing activities within contexts that
include their feelings and involvement as a whole.
M. Bygate in Spoisky
(193:63) suggest that speaking skills have two integrated elements; that is,
relative accuracy and relative fluency. Accuracy is one dimension related to
clarity, appropriateness and correctness of certain message that are related to
interlocutors and norms. Success of a message is influenced by selection,
formulation and comprehensibility. This dimension covers use of grammar, pronunciation
of vocabulary, selection of expression, discourse markers and register.
According to Jone
speaking is a form of communication. It means that speaking is a kind of
communication which conveyed orally. It is certainly that the process of it involves two sides, that speaker produces
literacies sent to the listener, he/she may function as a speaker. Otherwise,
when the listener, gets turn to give responses, he/she my function as a speaker
in short , it may be said that speaking has the similar meaning to oral
communication.
Jone adds that during
communication what one says should be conveyed
in and effective way. How one says has the same importance as what one
says . The concept produced by a speaker
should be delivered in a proper, polite
and acceptable way in order that the listener feels comfortable to what the
speaker says. An important concept will be less important it is delivered in
impolite that may threaten Interlocutor’s face or the new may be different if a
less important than concept is sent
politely to the listener.
4. Methodology
This research use the library research to get the
data about the student’s
speaking skill through the performance of translation and interpreting studies.
B.
RESULT AND DISCUSSION
If students want to
be able to speak fluently in English, they need to be able pronounce us
correctly, use appropriate stress and intonation patterns and speak in
connected speech. Speakers of English – especially where it is a second
language – will have to be able to speak in a range different genres and
situations, and they will be have to be able to use a range of conversational
and conversational-strategies. They will need to be able to survive in typical
functional exchanges too.
Students are often
reluctant to speak because they are shy and are not predisposed to expressing
themselves in front of other people, especially when they are being asked to
give personal information or opinions. Frequently, too, there is a worry about
speaking badly and therefore losing face in front of their classmates. In such
situation there are number things we can do to help. The teacher role is
becoming important for student later. There are
many keys to support speaking skill by listening cassette, watching TV,
watching Film, practicing with foreigners, practicing with partner.
Speaking is a one of
language skill in learning language. Speaking skill is a skill and like other
skill, it must be practiced continuously. People need to speak in order to
communicate with the other people and make a good communication well. We have
to learn how to speak, and speaking can make us communicate or contact with
other person.
From the explanation,
it is likely to have the same ideas on speaking reasons, namely the intention
to deliver information to other people and to entertain and make other people
feel happy as well as to express ideas. In English speaking situation, a
student may speak with his classmate to convey some information and his ideas.
A student also speaks when a lecture asks him some questions.
Considering some
ideas above on the English speaking ability and necessity of using English, it
is concluded that English speaking ability is one’s capacity of producing ideas
orally to others through learning process expressed in English acceptable and
appropriate ways to maintain social relationship.
Based on the above
theories, it can be concluded that Speaking skill is a skill and like other
skill, it must be practiced continuously in order to communicate with the other
people and make a good communication well.
Why a speaker creates
communication with a listener, it is certainly said to have a basic assumption.
Celce – Murcia and Olshtsin, who occupy oral interaction as
speaking say that and any oral
interaction the speaker want to communicate ideas, feelings, attitudes,
and information to the hearer or wants
to employ speech that relates to the
situation. The main objective of the speaker
is to go understood. And for the messages to be properly interpreted by the hearers.
The two also use speech production referring to speaking explain that speech
production is produced on-line and that is prototypically reciprocal (feedback
) in nature. The reciprocity develops during the on-going negotiation of
meaning between the speaker and listener.
A similar view is
presented by brown, who mentions speaking as conversation . He says that
conversations are collaborative as participants (Speaker and Listener) engage
in a process of negotiation of meaning . Meanwhile, Brown and Yule using the
production of speech to refer to the term of speaking say that in the
production of speech each speaker needs to speak individually and ideally . He
needs someone to listen to his speaking and to respond to him.
Learning from the
descriptions above, there are substance underlining them, i e : the term of
speaking end definition of speaking . The term of speaking is used interchanged
by with the term of “oral
communication”, “oral interaction”,
“conversation”, or “ Speech production”. Based on the evidence the researcher
occupies the term of “ Oral communication”, “Oral interaction”, “conversation”,
or “speech production as speaking. Men while, speaking may be defined as a
collaborative activity between a speaker and listener is in which the two
parties want to convey and negotiate thoughts, feelings or messages in a
special reciprocal situation underlined by a mutual understanding.
Based on the explanation, it can be concluded that
speaking skill is the ability of student’s communication which involve various
skills to decide on when to speak; what form to use; which words are suitable
in form and meaning; used of sequences of sounds, voice, tone and form;
convincing one feels the need to speak properly in the right situation; and
correct positioning of tongue and lips to produce linguistic sounds
C. CONCLUSION
From the matters
mentioned hereinabove, the writer can conclude that students can improve their
speaking skill from many kinds of ways, one of which is from understanding and
mastering translating and interpreting studies. It is because in translating
and interpreting studies students can learn intra-language, inter-language,
inter-semiotic, intercultural and visual translation as well as to have
experience in practicing simultaneous, consecutive, liaison and sign language
interpretation. In view of that, student can get enough support and influence from
such knowledge to enhance and develop their speaking skill.
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