TOURISM TEXT TRANSLATIONS BY ENGLISH LETTERS AND HOSPITALITY STUDENTS: THE INFLUENCE OF TRANSLATORS BACKGROUND KNOWLEDGE

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TOURISM TEXT TRANSLATIONS BY ENGLISH LETTERS AND HOSPITALITY STUDENTS: THE INFLUENCE OF TRANSLATORS’ BACKGROUND KNOWLEDGE

AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for Degree of Sarjana Sastra in English Letters

By CATHARINA PUTRI LARASATI Student Number: 134214044

ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2017


TOURISM TEXT TRANSLATIONS BY ENGLISH LETTERS AND HOSPITALITY STUDENTS: THE INFLUENCE OF TRANSLATORS’ BACKGROUND KNOWLEDGE

AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for Degree of Sarjana Sastra in English Letters

By CATHARINA PUTRI LARASATI Student Number: 134214044

ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2017

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When you think you have worked HARD ENOUGH, work HARDER ~Kim In Seong

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FOR MY SUPPORTIVE FAMILY Mom, Dad, Brother & Sister

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ACKNOWLEDGEMENTS First of all, I would like to thank Jesus Christ for letting me start and finish this research. Beside Him, I would express my gratitude to my advisor Mr Harris Hermansyah Setiajid, S.S., M.Hum, who has guided me from first alphabet until the last dot in this paper, and Mrs Anna Fitriati, S.Pd., M.Hum, as my co-advisor for her valueable inputs. I would like to give my deepest gratitude to my parents, my little brother and sister, also all of my relatives that have been supporting me more than anyone else has. This thesis can be finished due to their supports, prayers, and patients. My gratitude also goes to Laura, for being my reminder in my study, Ame, Sora, Ka Iman that have been silently taking care of me, Farrel that has became my light during the defense preparation, and also for other friends who send me a bunch of good luck. I also express my gratefulness for SF9 and Sung Ha Jung whose songs accompanied me in the process of creating this thesis. For SF9‟s member, Kim In Seong who motivated me to always work harder, especially in finishing the thesis. Besides, my gratitude goes to Miss Wheny from STiPram and the respondents who kindly help me: Alfin, Palupi, Dea, Hafiz, Naomi and Nanik The last but not the least, I want to thank my long life cousin, Yohana A.P for supporting me all day long with words and things. Catharina Putri Larasati

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TABLE OF CONTENTS

TITLE PAGE………...………………………………………………….…. APPROVAL PAGE …………………………………………………….…. ACCEPTANCE PAGE…………………………………..…………….…. LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ………………….……………...…. STATEMENT OF ORIGINALITY ……………………………..…….…. MOTTO PAGE ………………………………………………………….…. DEDICATION PAGE…………………………………………………...…. ACKNOWLWDGEMENTS………………………………………………. TABLE OF CONTENTS………………………………………………..…. LIST OF DIAGRAM CHARTS AND TABLES…………………………. LIST OF ABBREVIATIONS…………………………………………..…. ABSTRACT……………………………………………………………...…. ABSTRAK………………………………………………………………...….

v vi vii viii ix x xii xiii xiv xv

CHAPTER I: INTRODUCTION ................................................................

1

A. B. C. D.

Background of the Study................................................................ Problem Formulation ..................................................................... Objectives of the Study .................................................................. Definition of Terms ........................................................................

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1 3 4 4

CHAPTER II: REVIEW OF LITERATURE ............................................. 6 A. Review of Related Studies ............................................................. B. Review of Related Theories ........................................................... 1. Theory of Translation ............................................................... 2. Translation Competence........................................................... 3. Translation Competence Assessment ....................................... C. Theoretical Framework ..................................................................

6 9 9 9 12 16

CHAPTER III: METHODOLOGY ............................................................. 17 A. B. C. D.

Area of Research ............................................................................ 17 Object of the Study......................................................................... 18 Method of the Study ....................................................................... 18 Research Procedure ........................................................................ 18 1. Types of Data ........................................................................... 18 2. Data Collection....................................................................... 19 3. Population and Sampling ......................................................... 21 4. Data Analysis ........................................................................... 21

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CHAPTER IV: ANALYSIS RESULT AND DISCUSSION ...................... 23 A. The Translation Competence of English Letter Students and Hospitality Students in Translating Tourism Text Based on Angelelli‟s Scoring Rubric ............................................................ 1. Source Text Meaning ............................................................... 2. Linguistic Competence............................................................. 3. Textual Competence................................................................. 4. Pragmatic Competence............................................................. 5. Strategic Competence............................................................... B. The Influence of Translators‟ Background Knowledge Toward Translators‟ Translation Competence ............................................ 1. Bilingual Sub-Competence ...................................................... 2. Extra-linguistic Sub-Competence ............................................ 3. Strategic and Instrumental Sub-Competence ........................... 4. Knowledge About Translation Sub-Competence ....................

24 26 37 48 57 65 74 75 76 77 78

CHAPTER V: CONCLUSION ..................................................................... 79 BIBLIOGRAPHY .......................................................................................... 81 APENDICES................................................................................................... 83 Appendix 1 ........................................................................................... 83 Appendix 2 ........................................................................................... 84

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LIST OF DIAGRAMS, CHARTS, TABLES, AND ABBREVIATIONS

LIST OF DIAGRAMS Diagram 2.1. PACTE‟s Model of Translation Competence Revisited ... 10 Diagram 2.2. Angelelli‟s Scoring Rubric Aspects .................................. 12

LIST OF CHARTS Chart 4.1 Final score of English Letters and Hospitality students‟ translation ............................................................................... 25 Chart 4.2 Average Score of Source Text Meaning ................................. 26 Chart 4.3 Average Score of Grammar and Mechanic ............................. 37 Chart 4.4 Average Score of Style and Cohesion ..................................... 48 Chart 4.5 Average Score of Situational Appropriateness ....................... 57 Chart 4.6 Average Score of Translation Skill ......................................... 65 Chart 4.3 Average Score of English Letters and Hospitality Students ... 74

LIST OF TABLES Table 2.1. Angelelli‟s Rubric to Assess Source Text Meaning .................13 Table 2.2. Angelelli‟s Rubric to Assess Textual Sub-competence ............13 Table 2.3. Angelelli‟s Rubric to Assess Pragmatic Sub-competence ........14 Table 2.4. Angelelli‟s Rubric to Assess Micro-linguistic Sub-competence ...................................................................................................15 Table 2.5. Angelelli‟s Rubric to Assess Strategic Sub-competence ..........15 Table 3.1. Classification of Data ................................................................20 Table 3.2. Source Text Meaning Score ......................................................21

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LIST OF ABBREVIATION AVG

: Average

EL

: English Letters students

HP

: Hospitality students

PACTE

: Process in the Acquisition of Translation Competence and Evaluation

SL

: Source Language

ST

: Source Text

TL

: Target Language

TT

: Target Text

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ABSTRACT Larasati, Catharina Putri. Tourism Text Translations by English Letters and Hospitality Students: The Influence Of Translators’ Background Knowledge. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma Univerity, 2017. Translation is a bridge of communication between different languages. As the bridge, translation should be able to transfer the meaning from the source text to the target text. Here, a translator has an important role in delivering the message from author to the readers. However, a translator should have translation competence to be able to translate a text from source text into the target text. One of translation competences is an extra-linguistic knowledge which includes the background knowledge of specific subject. It is assumed that the more background knowledge the translators have, the better their translation of the specific subject. To find out how the background knowledge influences translation competence, it is necessary to narrow down the focus of the research into one translation genre. This research focuses in the translation of tourism text which is considered to involve a high degree of cross-cultural and linguistic contact. Angelelli‟s scoring rubric is used in this study to assess each aspects of the translation. There are two problems disscussed in this study. First is to assess the tourism text translation done by English Letters and Hospitality students. Later the result will show in which competences English Letters or Hospitality students‟ translation grade better than other and will lead the researcher towards the second objective. Second objective is to see how the translators‟ background knowledge influences the translation competences. The study is a qualitative research using library and survey methods. The library research method is used to get the theories and any information in order to reach an understanding and gain knowledge about the topic of this study. The survey is used to collect the target text data by giving an assignment to the respondent to translate the source text. The result of this study shows that the translation done by the English Letter students are better in the style and cohesion, grammar and mechanic, also the translation skills aspects, while in the source meaning and situational appropriateness, Hospitality students are slightly scored higher. Thus, it shows that the background knowledge influences translation competence with different kind of knowledge influences different aspect.

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ABSTRAK Larasati, Catharina Putri. Tourism Text Translations by English Letters and Hospitality Students: The Influence Of Translators’ Background Knowledge. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2017. Terjemahan adalah jembatan komunikasi antara beberapa bahasa yang berbeda. Sebagai jembatan komunikasi, terjemahan harus mampu menyampaikan pesan dari teks sumber ke dalam teks tujuan. Di sinilah seorang penerjemah memili peran penting yaitu untuk menyampaikan pesan dari pengarang kepada pembaca. Untuk menjadi seorang penerjemah yang mampu menerjemahkan teks sumber dengan baik, seorang penerjemah harus memiliki kemampuan terjemahan. Salah satu kemampuan terjemahan itu adalah pengetahuan linguistik tambahan. Telah diasumsikan bahwa lebih banyak latar belakang pengetahuan yang dimiliki oleh para penerjemah lebih baik pula terjemahan mereka pada suatu jenis teks. Untuk mengetahui bagaima latar belakang penerjemah mempengaruhi kemampuan terjemahan, pusat dari penelitian ini perlu dipersempit pada satu jenis teks. Penelitian ini berfokus pada terjemahan teks pariwisata yang dianggap memiliki linguistik kontak dan pengetahuan antar budaya yang tinggi. Rubiks penilaian Angelelli digunakan dalam penelitian ini untuk memberikan penilaian terhadap setiap aspek terjemahan. Ada dua masalah yang dibahas dalam penelitian ini. Masalah yang pertama adalah untuk melihat bagaimana nilai terjemahan mahasiswa Sastra Inggris dan mahasiswa Pariwisata. Yang kedua adalah membahas dalam aspek terjemahan manakah mahasiswa program studi Sastra Inggris atau mahasiswa Pariwisata lebih baik satu dari yang lain untuk melihat bagaimana latar belakang pengathuan mempengaruhi kemampuan terjemahan. Penelitian ini adalah penelitian kualitatif menggunakan metode studi pustaka dan tinjauan. Metode studi pustaka digunakan untuk mengumpulkan teori-teori dan segala informasi yang dibutuhkan untuk memahami dan memperoleh pengetahuan mengenai topik penelitian ini. Metode tinjauan digunakan untuk mengumpulkan data teks terjemahan dengan memberikan tugas kepada responden untuk menerjemahkan teks sumber Hasil dari penelitian ini menunjukan bahwa terjemahan oleh mahasiswa Sastra Inggris lebih baik dalam aspek gaya dan kepaduan, tata bahasa, dan juga kemampuan terjemahan, sedangkan untuk aspek arti teks sumber dan kesesuaian dengan situasi, mahasiswa Pariwisata memperoleh nilai yang lebih tinggi. Hal tersebut menunjukan bahwa latar belakang pengetahuan memiliki pengaruh terhadap kemampuan terjemahan dengan jenis pengetahuan yang berbeda mempengaruhi aspek yang berbeda.

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CHAPTER I INTRODUCTION

A.

Background of the Study Language is an important thing in communication. In the world we are

living on, there are billions language used, whether it is spoken or written, by billions of people. In this modern era, people with different languages need to communicate with each other in order to gain any information needed. Here, translations take important rule of bridging the communication between people with different languages. As the bridge of communication, the translations must be able to deliver the message from the author of the source text (ST) to the readers of the target text (TT). By saying, “meaning must be given priority, for it is the content of the message which is prime importance for Bible translating”, Nida shows the importance of the priority of meaning in translating a bible. In fact, not only in translating Bible, in translating any kind of text the meaning of ST should be given priority for the function of a translation is to deliver the meaning from ST to TT. If a translation has a perfect target language (TL) system, but the meaning from the ST is lost, the message would not be received by the TL readers and may cause the original meaning is not completely delivered to the readers. However, depend on the genre of the text, the message from a certain word or phrase can be different from one to another.

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A text with particular genre uses some terms that have different meaning from the literary meaning it has, including tourism text. Tourism sector is known for involving a high degree of cross-cultural and linguistic contact which means it contains some terms that require knowledge about tourism and also the culture from both TL and SL to be understood (Chesterman, 2002: 12). For example there are some hotel specifications that use the term “powder room” to describe toilet or restroom. Some people without any background knowledge of tourism terms may translate “powder room” as “ruang dandan” in Bahasa Indonesia where “ruang dandan” itself means dressing or make up room. This problem triggers the writer to do a research of tourism text translation. However, Process in Acquisition of Translation Competence and Evaluation (PACTE) research group states that there are some competences should be owned by good translators. The translation competence is made up of a system of sub-competencies and it activates a series of psycho-physiological mechanism (Beeby, 2003: 48). PACTE explains in their translation competence model that bilingual, extra-linguistics, strategic, instrumental, and knowledge of translation are the sub-competences that build translators‟ competence. Reflecting from PACTE‟s competences model, Angelelli has developed a grading system to assess the translation to assess translators‟ competence (Angelelli 2009: 31-41). Angelelli‟s scoring rubric assesses each important aspects of translation which are source text meaning, linguistic, textual, pragmatic, and strategic competence. Thus, Angelelli‟s scoring rubric is used in this study. Using the scoring rubric, this study specially focuses on finding out translation competence of


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students with different background knowledge. The researcher chooses English Letters and Hospitality students‟ translation to be assessed. The reason of choosing English Letters students to translate the text for this study is that the students of English Letters have the basic requirement of translating an English text, which is the comprehension of English, by taking structure I to IV, some linguistics courses, and they also have the knowledge about translation by taking translation courses. To fulfill the main goal of this study, finding the influence of the extra-linguistic sub-competence, the researcher chooses Hospitality students who are assumed to have more background knowledge about tourism than the English Letters students. In brief, this study is to assess the tourism text translation done by English Letters and Hospitality students. Furthermore, the result is used to see the influence of background knowledge towards their translation competence.

B.

Problem Formulation From the background of the study, the problems are formulated as follows.

1.

How good is the competence of English Letters and Hospitality students in translating tourism text measured by Angelelli‟s scoring rubric?

2.

How does the background knowledge influence the competence of English Letters and Hospitality students in translating tourism text?


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C.

Objectives of the Studies There are two objectives of the study. First is to see the competence of

English Letters and Hospitality students in translating tourism text using Angelelli‟s scoring rubric. Later the result will show in which competences English Letters or Hospitality students‟ translation grade better than other and will lead the researcher towards the second objective. Second objective is to see how the translators‟ background knowledge influences the translation competences.

D.

Definition of Terms English Letters students are the seventh semester students of English

Letters of Sanata Dharma University who has taken both translation one and two. The students that participated in this study are picked randomly 2 students from class A, 2 students from class B, and 1 student from class C. Hospitality students are the sixth semester students from Hospitality Study Program of Ambarrukmo Tourism Institute (STiPram). The researcher choses them because the students of Ambarrukmo Tourism Institute nowadays are known for having a lot of tourism experiences and good English ability, seen in their active participation in many debate competitions. The students chosen to participate are those who have taken tourism courses. It is assumed that they who study tourism have more background knowledge related with tourism.


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Translators’ background knowledge, also called subject knowledge, is the knowledge about subject content that the translators have (Beeby 2003: 48). In this study, the background knowledge is specified to the background knowledge about the hotel‟s room specification. Tourism Text is a text which is related with tourism, the business of providing services such as transport, places to stay, or entertainment for people who are on holiday. The tourism text used in this study is a text of Thomas Jefferson suite‟s specification. Thomas Jefferson suite is one of suites provided by The Jefferson, Washington DC hotel. The text chosen for this thesis is the text that consists of many tourism terms.


CHAPTER II REVIEW OF LITERATURE

This chapter elaborates the theoretical review used in this study. It contains the review of related studies, the review of related theories, and theoretical framework. The review of related studies discusses the studies done by Suwardhanis, Kim, and Ayu. Both studies have a certain similarities with this present study. The review of related studies also discusses the translation theories by Bell, Nida, Taber, the translation competence model by Beeby and Angelelli‟s scoring rubrics that are used to support the study and the way the researcher uses those theories is elaborated in theoretical framework.

A.

Review of Related Studies

1.

Suwardhanis’ “The Translation Accuracy of an Economic[sic] Text by Student Translators and Paid Translators Related to the Translators’ Competence.” Suwardhanis in her undergraduate thesis analyzes the economics text

translations done by English Letters students and paid translators. She compares the translations by the student translators and paid translators by focusing on the accuracy of the translation. Suwardhanis uses Machali‟s grading system to measure the accuracy of the translations. The result of measuring the translation accuracy is used to see both student translators and paid translators‟ competence in translating economics text.

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The first objective of Suwardhanis‟ thesis is to measure the accuracy of the economic text translation done by the paid translators and the student translators. The other objective is to find out the student and paid translator‟s competence in translating economic text based on the syllabus of translation course in English Letters Sanata Dharma University. This present thesis develops Suwardhanis‟ thesis in different type of text. While Suwardhanis uses economics text to see the translators‟ competences, this present thesis uses tourism text. The present researcher does not only stop at finding the competence, but also does a further analysis on the influence of translators‟ knowledge background. In her thesis, Suwardhanis uses Machali‟s grading system and the present researcher uses Angelelli‟s. 2.

Kim’s “The Influence of Background Information in Translation: Quantity vs. Quality or Both?” In her paper, Kim discusses the influence of background information

toward translation performance. Her analysis of the English translations of Korean text done by 32 participants shows that background information has more significant influence than English reading ability. Furthermore she discusses how quality and quantity of background information influence the translation performance. There are two objectives that Kim tries to solve. The first objective is to see whether translators‟ background information has influences towards the translation quality or not. The second objective is to find out which aspect (quantity or quality) influence the translation quality.


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The focus of this present study is different from Kim‟s study in a way that the present thesis observes which translation competences influenced by the background knowledge, not finding which aspect of background knowledge does influence translation performance. Moreover, this present study only sees the general background knowledge of tourism and does not go further in dividing the background knowledge aspects into its quality and quantity. 3.

Ayu’s “A Comparative Study of Non-Medical and Medical School Students’ Competence in Translating Medical Text” The undergraduate thesis written by Ayu discusses the significant

differences of Non-Medical and Medical School students in translating medical text. Furthermore, she assesses the translations from both students using Angelelli‟s scoring rubric. Ayu‟s thesis proves that translators‟ background affects the translation they produce. There are two objectives formulated in her thesis. The first objective discusses the significant different of Non-Medical and Medical School students in translating medical text. The second objective is to find out the translation competence of Non-Medical and Medical School students in translating medical text based on Angelelli‟s scoring rubric. The present thesis develops Ayu‟s thesis in different type of text. The present researcher uses tourism text as the focus, while Ayu uses medical text. Besides, the present researcher does further discussion on what influence does the translators‟ background knowledge have towards their translation competence.


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B.

Review of Related Theories

1.

Theories of Translation According to Bell, “translation is the expression in another language of

what has been expressed in source language preserving semantic and stylistic equivalence,” (Bell, 1991: 5). It means that a translation will have another form that different from the source language as every language has its own form. However, a translation product should be equivalent with the source text. Bell‟s definition of translation is supported by Nida and Taber through their explanation of translating. They say, “translating consists in reproducing the receptor language the closest natural equivalent of the source-language message, first in terms of meaning and secondly in terms of style” (Nida, 1982: 12). They supported Bell‟s definition in a way that a translation should be as equivalence as possible to the source text not only in the meaning or linguistic component, such as semantic and stylistics. A translation should be equivalence in both of them. 2.

Translation Competence According to Beeby as a part of PACTE translation competence is an

underlying system of knowledge made up of some sub-competences and it activates a series of psycho-physiological mechanism needed to translate (Beeby, 2003: 47-48). The knowledge itself is divided into declarative knowledge and procedural knowledge. The declarative knowledge consists of knowing what (e.g. knowing what web pages or book that provide any useful information for the translator), while the procedural knowledge consists of knowing how (e.g. knowing how to use a certain web page). Using declarative and procedural


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knowledge concept as the base, PACTE divides the sub-competence into 5 subcompetences, the bilingual sub-competence, extra-linguistic sub-competence, knowledge about translation sub-competence, instrumental sub-competence, and strategic sub-competence. Diagram 2.1 shows a model of translation competence by PACTE Diagram 2.1. PACTE’s Model of Translation Competence Revisited

BILINGUAL SUB-COMPETENCE

EXTRA-LINGUISTIC SUB-COMPETENCE

STRATEGIC SUB-COMPETENCE

INSTRUMENTAL SUB-COMPETENCE

KNOWLEDGE ABOUT TRANSLATION SUB-COMPETENCE

PSYCHO-PHYSIOLOGICAL SUB-COMPETENCE Bilingual sub-competence is the procedural knowledge needed to communicate in two languages which includes linguistic knowledge in the two languages. Extra-linguistic sub-competence is the declarative knowledge about the world in general and special areas. This sub-competence includes the knowledge about source and target culture, called bicultural knowledge, knowledge about the world in general or encyclopaedic knowledge, and subject knowledge in specific


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area. Knowledge about translation sub-competence is the declarative knowledge of what translation is, how it functions, what method and procedures used, and knowledge of the work market. Instrumental sub-competence, is the ability to use documentation source and communication technologies in translating the source text, while strategic sub-competence, categorized as procedural knowledge is the ability to solve the problem encountered in translating. The strategic sub-competence is placed in the middle of the diagram because it controls the translation process. The crucial role of strategic competence is indicated by PACTE‟s finding that when solving a translation problem, the translator combines several activities, and links together several activities, depend on the particular problem (Beeby, 2003: 56). The inter-relation is drawn with the two ways arrows because it is not only a certain sub-competence affects another sub-competence, but they both affect each other. Having one of the sub-competences will help the translator improves in other sub-competences and lead them to produce a better translation. For example, when the translators with bilingual sub-competence translate a text, they will plan some strategies such as gaining as much as possible information about the text‟s subject (extra-linguistic sub-competence) of SL or TL. They need to have an ability to use the technology to gather the information or to use the information they get from other sources (instrumental sub-competence), and it needs the strategic sub-competence to use the information. He or she also needs to find which translation method and procedure is best to solve the problem he or she meets in translating the text.


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3.

Translation Competence Assessment Angelelli has constructed a working definition with some of instrumental

elements reflected in the PACTE definition of translation competence. Her new measureable construct includes source text meaning, linguistic competence, textual competence, pragmatic competence, and strategic competence (Angelelli, 2009: 31). Diagram 2.2 Angelelli's Scoring Rubric Aspects

Strategic Competence

Pragmatic Competence

Source Text Meaning Linguistic Competence

Textual Competence

Angelelli provides a working draft of five-point-scale rubric, consisting of the indicators for each score in each aspect, to assess a translation with scoring all elements that from the chart above. The working drafts for source text meaning, style and cohesion, situational appropriateness, grammar and mechanic, and strategic aspects are provided as follow.


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Table 2.1. Angelelli’s rubric to assess source text meaning Source Text Meaning 5 T contains elements that reflect a detailed and nuanced understanding of the major and minor themes of the ST and the manner in which they are represented in the ST. The meaning of the ST is masterfully communicated in the T. 4 T contains elements that reflect a complete understanding of the major and minor themes of the ST and the manner in which they are represented in the ST . The meaning of the ST is proficiently communicated in the T. 3 T contains elements that reflect a general understanding of the major and minor themes of the ST and the manner in which they are represented in the ST . There may be evidence of occasional errors in interpretation but the overall meaning of the ST is appropriately communicated in the T. 2 T contains elements that reflect a flawed understanding of the major and minor themes of the ST and the manner in which they are represented in the ST . There is evidence of errors in interpretation that lead to the meaning of the ST not being fully communicated in the T. 1 T shows consistent and major misunderstandings of the ST meaning.

The assessment is to measure how TT reflects or fails to reflect an understanding of the themes of ST. The obvious misinterpretation of ST can be seen as the indicator of problems with ST‟s comprehension, while a successful communication of ST‟s meaning can be considered as having high comprehension. Table 2.2. Angelelli’s Rubric to Assess Textual Sub-Competence Style and Cohesion (addresses textual sub-competence) 5 T is very well organized into sections and/or paragraphs in a manner consistent with similar TL text. The T has a masterful style. It flows together flawlessly and forms a natural whole. 4 T is well organized into sections and/or paragraphs in a manner consistent with similar TL text. The T has style. It flows together well and forms a coherent whole. 3 T is organized into sections and/or paragraphs in a manner generally consistent with similar TL text. The T style is clumsy. There are occasional awkward or oddly placed elements. 2 T is somewhat awkwardly organized into sections and/or paragraphs in a manner inconsistent with similar TL text. The T style is clumsy. It does not flow together and has frequent awkward or oddly placed elements. 1 T is disorganized and lack divisions into coherent sections and/or paragraphs in a manner inconsistent with similar TL text. T lack style. T does not flow together. Sentences and ideas seem unrelated.


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TT style and cohesion is the reflective of translator‟s knowledge of the ways in which texts are linked and organized into documents in the given TL genre. Knowledge of style is seen as an ability to segment text appropriately into sections and/or paragraphs, while knowledge of cohesive is seen as the device and the rules for creating a coherent text that is reflected in the flow of the text to the degree which it seems to form a single unit. Table 2.3. Angelelli’s Rubric to Assess Pragmatic Sub-Competence Situational Appropriateness (addresses pragmatic sub-competence) 5 T shows a masterful ability to address the intended TL audiences and achieve the translation intended purpose in the TL. Word choice is skillful and apt. Cultural references, discourse, and register are completely appropriate for the TL domain, text-type, and readership. 4 T shows a proficient ability to address the intended TL audiences and achieving the translation intended purpose in the TL. Word choice is consistently good. Cultural references, discourse, and register are consistently appropriate for the TL domain, text-type, and readership. 3 T shows a good ability to address the intended TL audiences and achieve the translation intended purpose in the TL. Cultural references, discourse, and register are mostly appropriate for the TL domain but some phrasing or word choices are either too formal or too colloquial for the TL domain, text-type, and readership. 2 T shows a weak ability to address the intended TL audiences and achieve the translation intended purpose in the TL. Cultural references, discourse, and register are at times inappropriate for the TL domain. Numerous phrasing and/or word choices are either too formal or too colloquial for the TL domain, text-type, and readership. 1 T shows an inability to address the intended TL audiences and achieve the translation intended purpose in the TL. Cultural references, discourse, and register are consistently inappropriate for the TL domain. Most phrasing and/or word choices are either too formal or too colloquial for the TL domain, text-type, and readership.

Situational appropiateness is a measure of translator‟s ability to employ the functional and socio-cultural aspects of the target language in the translation. The functional aspects are judged by the degree to which the TT is achieving the intended TL use, while the socio-cultural aspects are judged in TT‟s use of an


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appropriate marker of register such as degree of formality in phrasing and word choice. Table 2.4. Angelelli’s Rubric to Assess Micro-Linguistic Sub-Competence Grammar and Mechanics (addresses micro-linguistic sub-competence) 5 T shows a masterful control of TL grammar, spelling, and punctuation. Very few or no errors. 4 T shows a proficient control of TL grammar, spelling, and punctuation. Occasional minor errors. 3 T shows a weak of control of TL grammar, spelling, and punctuation. T has frequent minor errors. 2 T shows some lack of control of TL grammar, spelling, and punctuation. T is compromised by numerous errors. 1 T shows lack of control of TL grammar, spelling, and punctuation. Serious and frequent errors exist.

Grammar and mechanics scoring includes spelling, punctuation, and other convention of the writing and grammar. It addresses linguistic competence in TL. This category together with meaning is the category most frequently used by professional association or schools while scoring translation test. Table 2.5. Angelelli’s Rubric to Assess Strategic Sub-Competence Translation Skill (addresses strategic sub-competence) 5 T demonstrates able and creative solutions to translation problems. Skillful use of resource materials is evident. 4 T demonstrates consistent ability in identifying and overcome translation problems. No obvious error in the use of resource materials is evident. 3 T demonstrates a general ability to identify and overcome translation problems. However, a major translation error and/or an accumulation of minor errors are evident and compromise the overall quality of the translation. Improper or flawed use of reference materials may be reflected in the TT. 2 T demonstrates some trouble in identifying and/or overcoming translation problems. Several major translation errors and/or a large number of minor errors are evident and compromise the overall quality of the translation. Improper or flawed use of reference materials is reflected in the TT. 1 T reflects an inability to identify and overcome translation problems. Numerous major and minor translation errors lead to a serious flawed translation. Reference materials and resources are consistently used improperly.


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Translation skill is meant to include the application of strategies to translation problem and the use of resource material. It includes the degree of success in the use of reference in overcoming gaps in language or topic knowledge. This skill is measured by how well the TT reflects the identification of translation problem and successful solutions to them.

C.

Theoretical Framework The researcher applies the definition of translation described by Bell,

supported by Nida and Taber, the definition of translation‟s competence by Nida, and the model of translation competence by Beeby as the basic understanding to the topic being discussed in this study. The most important thing is to know what translation is and to understand the concept of translation competence. As translation competence build by a system of sub-competences, the subcompetences become the important aspect in translating. Thus, Angelelli‟s scoring rubrics is used to assess each translation ability or sub-competence of each translator that the researcher observes. The second problem of this study can be answered using the discussion of translation competences theory and the result of translation assessment.


CHAPTER III METHODOLOGY

This chapter elaborates the methodology applied to answer the problems stated in table formulation on chapter I. It divided into four sections, which are area of research, object of the study, method of the study, and research procedure. The first section, area of research, discusses the specific area of translation worked on. The object of the study explains what is observed as the object of this study, while method of the study discusses the research methods used for the study. The research procedure describes the steps of completing the study in detail.

D.

Area of Research This study takes genre translation as the area of research since it deals with

tourism text. Tourism text is known for involving a high degree of cross-cultural and linguistic contact (Chesterman, 2002: 12). There are some terms in tourism text that will be hardly understandable or even lead to misunderstanding for them without background knowledge about tourism and also the culture from both TL and SL. Thus, it is considered necessary to test and analyze the respondent in translating tourism text in order to find out their translation competences and how their knowledge background influences those competences by focusing in tourism terms appear on the text. The translators‟ competence can be assessed by their ability in translating the terms from SL to TL.

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E.

Object of the Study This study uses tourism text entitled “Thomas Jefferson Suite” taken from

room‟s specification section of The Jefferson Hotel‟s official website as the source text. The tourism text was translated into the target text by six respondents which are three Hospitality students and three English Letter students. The results of their translations are used as the object of this study. The objects analyzed for this study consisted of words and phrases related to tourism.

F.

Method of the Study The study was a qualitative research using library and survey methods.

The library research methods used to get the theories and any information in order to reach an understanding and gain knowledge about the topic of this study. The survey is used to collect the target text data by giving an assignment to the correspondent to translate the source text.

G.

Research Procedure

4.

Types of Data There are two objectives used in this study. The first one is the tourism

text entitled “Thomas Jefferson Suite” taken from The Jefferson Hotel‟s official website, www.jeffersondc.com , on hotel suits‟ specification section. Actually, there are several room specifications besides “Thomas Jefferson Suite”, but to make the respondents enjoy translating the source text only one room


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specification that was chosen. The second one is the chosen tourism text that had been translated by the respondents. It is used as the target language analysis. The target text data were obtained from two groups of respondents with different background. The first group consists of three English Letters‟ students of Sanata Dharma University in seventh semester. The second group consists of three Hospitality students from a well-known tourism institute in Yogyakarta, Ambarrukmo Tourism Institute. All Ambarrukmo Tourism Institute‟s students are in the sixth semesters when the data collection was conducted. 5.

Data Collection The data used for this research were obtained through the respondents.

First, the researcher looked for the official website of travel agents or hotels that use English, without any grammatical mistake or typo, as their language. After deciding the website, the researcher chose one paragraph that consists a lot of tourism terms. Then, the terms that might raise problems were marked to make it easier to be analyzed. When the ST preparation was done, the students chosen to be respondents were asked whether they were willing to participate in this research or not. After the writer and the respondents reach an agreement, the data collection date was made. The data collection was conducted in two different times. The first one was to collect the English Letters students‟ translations. It was conducted by gathering the students in a particular place at Sanata Dharma University. The data collection from Hospitality students was conducted in the next day in particular


20

place in Ambarrukmo Tourism Institute. Both groups were given the ST and asked to translate it directly in the same day the text was given. They were free to use any kind of translation tools such as printed or electronic dictionaries and article or journal related to the topic. To be able to see each respondent‟s translation, they were not allowed to discuss with each other. The translation done by two groups were treated as the TT data after classified to differentiate one sentence with another. The example is shown below: Table 3.1 Classification of Data ST/S1 TT/S1/EL1 TT/S1/EL2 TT/S1/EL3 TT /S1/HP1 TT /S1/HP2 TT /S1/HP3

Thomas Jefferson Suite Kamar Suit Thomas Jefferson Kamar Thomas Jefferson Kediaman Thomas Jefferson Thomas Jefferson Suite Thomas Jefferson

in which, ST

: Source Text

TT

: Target Text

S1

: number of sentence

EL1

: English Letters student 1

HP1

: Hospitality student 1 After the data was classified, it was assessed by using Angelelli‟s scoring

rubric. It was needed to answer the first problem. Then, the assessment result was discussed to answer the second problem.


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6.

Population and Sampling As there are 7 sentences that are translated by 6 respondents, the data

populations used in this study are 42 data used without any sampling because all TT data were analyzed and discussed. 7.

Data Analysis In order to answer the problem formulation stated in the first chapter, there

were some steps taken to analyze the data. Firstly, the translations from all respondents were put in the data table. Then, the translations were analyzed by applying Angelelli‟s translation competence theories, based on Beeby‟s theories, to find out the problem occurs in the translations. Next the translations were scored using Angelelli‟s scoring rubrics. This was done by repeatedly matching the analysis of each sentence with the indicator in each aspect to get suitable score. It is important to pay attention to the explanations served in the indicator. After each aspect was assessed, the results were calculated using Microsoft Excel 2010. From the result, it can be seen what influence the background knowledge has toward translators‟ competence. Table 3.2. Source Text Meaning Score ST/S1 TT/S1/EL1 TT/S1/EL2 TT/S1/EL3 TT /S1/HP1 TT /S1/HP2 TT /S1/HP3

Thomas Jefferson Suite Kamar Kamar Thomas Jafferson Kamar Thomas Jefferson Kediaman Thomas Jefferson Thomas Jefferson Suite Thomas Jefferson

Score 3 4 4 2 5 2


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In source text meaning aspect, EL1 got score 3 because the overall meaning of the ST is appropriately communicated in his translation, while HP1 and HP3 got score 2 because their translations reflect flawed understanding of the ST‟s themes and their translations consists errors in interpretation that lead to the meaning of the ST is not being fully communicated in their translations. EL3 and HP2 got the higher score as their translations reflect the complete understanding of the ST‟s themes and the meaning is proficiently communicated in their translation. EL2‟s translation is considered to have reflected detailed and nuanced understanding of the ST‟s themes and EL2 masterfully communicates the meaning of ST through his translation. Following Angelelli‟s scoring rubric, the writer did not only assess the source text meaning quality of the TT. Besides the source meaning aspect, the style and cohesion, situational appropriateness, grammar and mechanic, also the translation skills shown in each TT were also assessed.


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CHAPTER IV ANALYSIS RESULTS AND DISCUSSIONS

This chapter is divided into two sections to answer two problems which are formulated in chapter one. The first section discusses the students‟ competence and the second section discusses the influence of background knowledge. The first section concerns with the translation assessment of English Letters and Hospitality students. There are 7 sentences that are translated by 6 respondents which mean the amount of the data analyzed in this research is 42 sentences. Angelelli‟s scoring rubric is used to assess the data. The rubric is divided into five which aims to include all important elements to be scored. After assessing all data base on all five important elements, the scores of English Letters students‟ translation are compared with the scores of Hospitality students‟ translations to find out whose translation competences are better. The second section concerns with the influence of background knowledge toward the students‟ competence. The result of Angelelli‟s scoring rubric in the first section is discussed further base on PACTE‟s model of translation competence. This analysis reveals how translators‟ background knowledge influences translators‟ competence.


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A.

The Translation Competence of English Letter Students and Hospitality Students in Translating Tourism Text Based on Angelelli’s Scoring Rubric Each datum that has been analyzed using Angelelli‟s scoring rubric is

discussed in this section. By using Angelelli‟s scoring rubric, all elements, which are source text meaning, linguistic, textual, pragmatic, and strategic competence, needed to translate can be assessed. Thus, this section is divided into five subsections where each section discusses the competence of the student pruposed by Angelelli. Angelelli‟s scoring rubric is a five-point-scale scoring rubric which means it has scale from one to five. The score 1 is given for a translation which reflects translator lacks of ablity in certain competence. The score 2 is given for a poor performance reflects of translating the ST. Score 3 shown a point where there is an evidence that the translator has skill but slightly below the profiencent skill. If the translator has reach desired level of performance, score 4 is given. Score 5 is seen as the reflection of outstanding performance in certain competence. The following chart is the final score of the finding score by using Angelelli‟s scoring rubric.


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Chart 4.1 Final score of English Letters and Hospitality students’ translation

100 90 80 68

70

70.2 65

64.6

62.4

60

58.8

50 40 30 20 10 0 English Letters Students

Hospitality Students

The final score is the calculation of each translator‟s average score that is came from calculating all five aspects of Angelelli‟s scoring rubric. The following formula is used to find the final score.

Score = Score EL1 =

Score HP1 =

Score EL2 =

Score HP2 =

Score EL3 =

Score HP3 =


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The number 67.4 in the chart shows the final score of EL1‟s translation competence which is a result of calculating five rubric aspects‟ average scores. The avg in the formula above is the translator‟s average score that is gained from calculating all five aspects‟ average scores from each translator. The score for each aspect is explained more in each aspects discussion. In each sub-section, both ST and the translation are presented in one table. The sentence written in the gray table is the ST, while the translations are written in the white table. TT/S2/EL(number) is the translation of English Letters student and TT/S2/HP(number) is the translation of Hospitality students. 1.

Source Text Meaning

Chart 4.2. Avarage Score of Source Text Meaning 5 4.5 4 3.43

3.5 3 2.5

3.14 2.86

2.71

2.71

2.43

2 1.5 1 0.5 0 English Letters Students



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Chart 4.2 shows the average score of each respondent in source text meaning aspects. It is the result from calcuting all sentences‟ score in terms of source text meaning aspects. From the chart, it can be seen that Hospitality students has higher score than English Letters students for source text meaning. ST/S1 TT/S1/EL1 TT/S1/EL2 TT/S1/EL3 TT /S1/HP1 TT /S1/HP2 TT /S1/HP3


Score 3 4 4 2 5 2

EL1 shows a general understanding of the ST with translating the head of the ST‟s sentence. However, the omission of “Thomas Jefferson” is the evidence of uncomplete understanding of the ST. The name Thomas Jefferson is necessary because it specifies the room which is explained. Similar with EL1, HP3 also omits a word. The word omitted by HP3 is “suite” which is the head of the sentence. The omission of the head makes “Thomas Jefferson” which functions as adjective in ST becomes a noun in TT. Thus lead to the meaning of ST not fully being communicated in the translation. The message of ST about “suite” also is not fully communicated in TT /S1/HP1. TT /S1/HP1 interprets the term “suite” into “kediaman”. It is inappropriate since it shares different meaning. EL2 and EL3 have the same translations. The meaning of ST is appropriately communicated in their translations since the term “kamar” in TL shares similar meaning of “suite” and they keep the name of the suite as it is.


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In TT /S1/HP2, HP2 does not translate the term “suite” into TL, instead she keeps it in TL. Without being translate, the meaning of term already being communicated since the term is used many times by most hotels without translating it in TL. ST/S2

TT/S2/EL1

TT/S2/EL2

TT/S2/EL3

TT/S2/HP1

TT/S2/HP2

TT/S2/HP3

This expansive luxurious hotel suite commands views of the Washington Monument, the White House and surrounding city from five Juliet balconies which open to allow in fresh air. Hotel yang mewah nan luas ini menyuguhkan pemandangan Monumen Washington, Gedung Putih, dan kota di sekitarnya yang bisa kita lihat dari lima balkon Juliet. Kita juga bisa menghirup udara segar ketika kelima balkon di buka. Kamar hotel yang mahal dan mewah ini menawarkan pemandangan dari monumen Washington, Gedung putih dan kota disekitarnya dari balkon lima Juliet dengan udara sejuk. Kamar hotel yang mewah dan megah berpadu dengan pemandangan Monumen Washington, Gedung Putih, dan pemandangan sekitar lima balkon Juliet yang menyegarkan. Hotel besar dan mewah ini memiliki pemandangan monument Washington, White House dan keadaan sekitar kota dari balcony lima Juliet yang terbuka untuk membiarkan udara segar masuk. Hotel mewah dan luas ini menyuguhkan beberapa pemandangan seperti Monumen Washington, White House dan sekitar kota dari Balcony Five Juliet yang mana terbuka sehingga memungkinkan udara segar masuk. Hotel mewah dan luas ini menyuguhkan beberapa pemandangan seperti Monumen Wash, Istana Negara dan sekitar kota dari balkon Five Juliet yang mana terbuka sehingga memungkinkan angin segar masuk.

Score

4

2

2

3

3

3

TT/S2/EL1 only contains an error in interpretation of the term “hotel suite”. By ommiting the word “suite”, it changes the message of original sentence which explain about a kind of hotel suite, not the hotel itself. However, EL1 still able to proficienly communicated the meaning of ST. The same mistake occurs in TT/S2/HP1, TT/S2/HP2, and TT/S2/HP3. Besides, the translation of all hospitality students contains an error interpration of the term “five Juliet balconies”. TT/S2/EL2, TT/S2/HP1, and TT/S2/HP3 share


29

the same meanning that the view can be enjoyed from a balcony named Five Juliet and TT/S2/HP2 shares meaning that the view can be enjoyed from a place named Balcony Five Juliet, while the ST shares meaning that the view can be enjoyed from five balconies which named Juliet. This error leads to the meaning of ST not fully being communicated. EL3 translates the word “expansive” into “megah”. This translation is not appropriate since the word “megah” in TL shares different meaning. “Megah” means looking awesome from the size, the aesthetic point and so on, while “expansive” means covering a large amount of space. Another error is seen in the translation of “surronding city”. EL3 ommits “city” in her translation and creates a new meaning that the suite commands a view of around five Juliet balconies. ST /S3

TT/S3/EL1

TT/S3/EL2

TT/S3/EL3

TT/S3/HP1

TT/S3/HP2

TT/S3/HP3

The master bedroom features a King bed with custom linens and the suite's grand salon with walnut parquet flooring gives way to a gas fireplace. Kamar VIP di hotel tersebut terdapat ranjang rajani dengan berhiaskan kain linan, juga disediakan ruangan tamu yang megah dengan lantai kayu pohon kenari yang di bawahnya terdapat saluran gas menuju perapian penghangat. Kamar tidur utama berisi sebuah tempat tidur besar dengan sprei khusus dan salon mewah dengan lantai kayu kenari untuk memberi jalan gas dari perapian. Kamar tidur utama dilengkapi dengan tempat tidur King-size dengan jahitan linen khusus serta bar megah dialasi lantai walnut yang memberi ruang untuk gas. Master bedroom memiliki fasilitas king bed dengan kostumisasi sprei dan ruangan yang besar yang memiliki lantai bermotif kayu walnut yang berarah keperapian. Kamar tidur yang sangat luas menonjolkan tempat tidur dengan ukuran besar beserta sprei yang sangat pas dan ruang tamu yang sangat besar dengan lantai motif kayu walnut yang mengarah ke perapian / tungku. Kamar tidur yg sangat luas menonjolkan tempat tidur dg ukuran besar beserta sprei yang sangat pas dan ruang tamu yg sangat besar dg lantai motif kayu walnut yang condong kepada perapian/tungku.

Score

2

2

2

4

4

4


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The term “kamar VIP” in TT/S3/EL1 is not appropriate since it shares different meaning with term “master bedroom” as “kamar VIP” means a bedroom for important people, while “master bedroom” in ST means the main bedroom. The translation “... lantai kayu pohon kenari yang di bawahnya terdapat saluran gas menuju perapian penghangat” is inappropriate. It does not fully transfer the meaning of ST. There is no decription in ST that there is a place for gas under the walnut floor. EL2 and EL3 use the closest term in TL for translating “master bedroom” which is “kamar tidur utama”. However, the meaning of ST is not fully communicated due to their similar errors with EL1 in translating “... with walnut parquet flooring gives way to a gas fireplace.” Three of them cannot deliver the meaning of the floor that give a space for the guest to the fireplace that works with gas, instead they share a meaning of there is a space under the floor for the gas to flow to the fireplace. HP1 keeps the term “master bedroom” in SL. It is acceptable since the meaning is still proficiently communicated in TT/S3/HP1. The term often occurs with SL in TL tourism text. TT/S3/HP2 and TT/S3/HP3 proficiently communicate the meaning of ST by put an explanation to describe the term “master bedroom.”


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ST/S4

TT/S4/EL1

TT/S4/EL2

TT/S4/EL3

TT/S4/HP1

TT/S4/HP2

TT/S4/HP3

A warm and cozy seating area allows for guests to take in striking Downtown DC views from one of the balconies, and a separate formal dining room for 10 is ideal for an intimate dinner party in the privacy of the suite. Ruangan untuk bersantai yang hangat nan nyaman tersedia untuk pengunjung sehingga memungkinkan mereka untuk menikmati pemandangan Downtown DC dari salah satu balkon. Selain itu, tersedia juga ruang makan formal terpisah untuk 10 orang, sangat ideal untuk pesta makan malam bersama kerabat. Sebuah tempat yang hangat dan nyaman bagi para pengunjung untuk duduk menikmati pemandangan kota DC dari salah satu balkon, dan sebuah ruang makan formalyang terpisah untuk sepuluh orang menawarkan pesta makan malam yang intim di dalam kamar pribadi. Area peristirahatan yang hangat dan nyaman mengajak pengunjung menikmati pemandangan kota DC dari balkon kamar mereka, dan ruang makan untuk 10 orang yang sesuai untuk makan malam private. Tempat duduk yang hangat dan nyaman memberikan tamu pemandangan Downton DC yang menarik dari salah satu balcony, dan ruangan makan malam nan formal di bagi menjadi 10 bagian sangatlah ideal untuk makan malam yang romantis di tempat yang private. Area tempat duduk yang hangat dan menyenangkan yang memungkinkan tamu-tamu untuk melihat DC Downton yang menarik dari salah satu balkoni, dan ruang makan yang terpisah untuk 10 teman untuk tempat makan malam yang bersifat pribadi dan mewah. Area tempat duduk yang hangat & menyenangkan yang memungkinan tamu-tamu untk melihat DC Downtown yang menarik dari salah satu balkoni. Dan ruang makan yang terpisah utk 10 orang teman akrab, utk mengadakan pesta sederhana.

Score

4

4

4

2

4

3

EL1, EL2, and EL3 show a complete understanding of the major and minor themes of the ST. The meaning of ST is proficiently communicated in TT/S4/EL1, TT/S4/EL2, and TT/S4/EL3. Despite the spelling mistake by HP2 for the word “balkoni” that should be “balkon”, TT/S4/HP2 can proficiently communicate the meaning of ST. There are misinterpretation of “a separate formal dining room for 10” and “intimate dinner party” in TT/S4/HP1 that cause the intended meaning in ST is


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not fully communicated. The intended meaning of ST is that there is a formal dinning room that suit for 10 people, while TT/S4/HP1 shares meaning that there is a dinning room that is seperated into 10 parts. The word “romantis” in TT/S4/HP1 is not appropriate to discribe the word “intimate” in ST because “romantis” has a meaning of something that romance (love) story feeling, while “intimate” here has a meaning of private and personal. TT/S4/HP3 contains errors in the translation of “dinner party” and the spelling of “balkoni” in TL. HP3 ommits the term “dinner” from “dinner party” and causes a not complete information in her translation. However, in the same sentence, HP3 has already mentioned “ruang makan” to indicate that the party she means is a dinner party. Thus, the overall meaning of ST is still appropriately communicated.

TT/S5 TT/S5/EL1 TT/S5/EL2

TT/S5/EL3 TT/S5/HP1

TT/S5/HP2

TT/S5/HP3

This one-of-a-kind hotel suite also features a daytime sitting room, kitchen and study, as well as a guest powder room. Salah satu tipe ruangan di hotel ini juga dilengkapi dengan ruang bersantai di siang hari, dapur, ruang belajar, dan toilet. Satu dari sekian banyak kamr hotel juga menyediakan sebuah tempat santai saat siang hari, dapur dan ruang belajar, juga sebuah ruang rias untuk pengunjung. Kamar ini juga dilengkapi ruang tamu , dapur, dan ruang kerja. Hotel ini juga menyediakan tempat duduk untuk sehari-hari, dapur dan tempat belajar yang sangat baik untuk ruangan tamu. Salah satu hotel mewah yang juga menyediakan tempat duduk bersantai di siang hari, dapur dan tempat kerja, dan toilet yang cukup baik untuk tamu. Salah satu hotel mewah yg juga menyediakan tempat duduk bersantai di siang hari. Dapur & tempat kerja serta toilet yg cukup baik utk tamu.

Score 3 2

2 2

3

3


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There is a similar error appeared in all TT which is the translation of “oneof-a-kind hotel suite”. Most of the respondents translate the term word by word without trying to find the similar term in ST, while EL3 and HP1 ommit “one-ofa-kind”. It causes their translations share different meaning with ST‟s intended meaning that is special, unique, or the only one room. However, EL1, HP2, and HP3 still show a general understanding of the ST and deliver the intended meaning appropriately by translating the features of the suite with the appropriate TT terms. On the other hand, EL2 translates the term “dressing room” as “ruang rias”. The translation is not appropriate since the term “ruang rias”, which means a room used for doing a make up, in TT/S5/EL2 has different meaning from “dressing room” in ST which means a restroom. Thus, EL2 cannot deliver the ST‟s intended meaning completely. In TT/S5/EL3 and TT/S5/HP1, the respondents omit the term “dressing room”. The ommissions make both TT/S5/EL3 and TT/S5/HP1 do not completely deliver the intended meaning of ST for the the main message of ST is to mention the features that is available in the Thomas Jefferson suite.


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ST/S6

TT/S6/EL1

TT/S6/EL2

TT/S6/EL3

TT/S6/HP1

TT/S6/HP2

TT/S6/HP3

The Italian marble master bathroom is windowed to allow in natural light and fresh air, and features a shower with massaging body sprays, a free-standing soaking tub, two sinks and intricate mosaic tiling. Kamar mandi berhiaskan batu marmer Italia dilengkapi dengan jendela untuk sirkulasi udara dan jalan masuk cahaya matahari, dan juga dilengkapi dengan shower dan sprei pijit badan. Selain itu, ruangan ini dilengkapi juga dengan tabung mandi, dua bak cuci piring, dan berhiaskan batu-batuan. Kamar mandi utama dengan marmer gaya italia memiliki jendela untuk masuknya cahaya alami dan udara segar, ada juga sebuah pancuran pemijat tubuh, sebuah bak untuk berendam, dua wastafel dan lantai dengan mosaik berliku. Kamar mandi bergaya Itali bertemu langsung dengan cahaya dari luar dan segarnya udara, dilengkapi shower dengan bodyspray, soaking tub, westafel, dan dinding mosaik. Kamar mandi di sini memiliki marmer Italia yang memliki jendela untuk mendapatkan cahaya matahari dan udara segar, dan memiliki fasilitas shower yang memancurkan air yang terasa seperti dipijat, bak mandi berdiri dua bak cuci yang memiliki ubin mosaik. Marbel Italia yang menjadi tonjolan dari kamar mandi yang berjendela ke perendaman, dua bak yang meliuk serta ubin dengan kepingan-kepingan batu. Marbel Italia yang menjadi ikon dan kamar mandi yg berjendela perendaman dua bak yg meliuk serta ubin dg kepingan” batu.

Score

2

5

2

3

2

2

TT/S6/EL1, TT/S6/EL3, TT/S6/HP2, and TT/S6/HP3 contain some errors in translating the terms of ST. The misspelling of the terms “sprei pijit badan” in TT/S6/EL1 causes the different meaning with “massaging body spray” in ST. The word “sprei” does not exist in Kamus Besar Bahasa Indonesia (KBBI). However, when “sprei” is pronounced between Indonesian, it will lead the hearer to the word “seprai” which means a bed sheet. The terms with closest meaning of “spray” in Indonesian are “semprotan” or “pancuran”. Besides, there is a mistranslation occurs in TT/S6/EL1 which is the translation of the term “sink” and “mosaic tiling.” In dictionary “sink” has the same meaning with “bak cuci piring” in TL, but the term “wastafel” is the closest term when the theme is bathroom.


35

TT/S6/EL3 contains the mistranslation of the term “mosaic tiling”. Besides, it has a misspelling of the word “Itali”. Both TT/S6/HP2 and TT/S6/HP3 appropriately translate the term “mosaic tiling” into “ubin dengan kepingankepingan batu” and spell “Italia” correctly. However, both of them cannot deliver the meaning of “… is windowed to allow natural light and fresh air…” in their translations. They also omit the term “shower with massaging body spray” and cause the lost of important information. By the errors, TT/S6/EL1, TT/S6/EL3, TT/S6/HP2, and TT/S6/HP3 cannot deliver the intended meaning of ST completely. There is no obivious error that leads to misinterpretation in TT/S6/EL2 and EL2 mastefuly communicates ST‟s meaning in her translation. In TT/S6/HP1 the whole sentence appropriately delivers the intended meaning of ST despite of the misused of the conjunction “yang” in “Kamar mandi di sini memiliki marmer italia yang memiliki jendela…” The used of “yang” can lead to ambiguous meaning wether the one windowed is the Italian marmer or the bathroom. ST/S7

TT/S7/EL1

TT/S7/EL2

All suites offer an entry foyer and unique décor inspired by Score Jefferson‟s loves, such as wine, music, books and horticulture, with original historic period artwork to compliment the individual motif. Seluruh kamar hotel juga dilengkapi dengan serambi dan 2 dekorasi yang unik yangmana terinspirasi oleh segala sesuatu yang disukai Jefferson, seperti halnya anggur, musik, buku, dan tumbuhan dengan karya seni pada period yang sesungguhnya untuk mendapatkan motif tersendiri. Semua kamar menawarkan sebuah lobi dan dekorasi unik 3 terinspirasi dari cinta Jefferson, seperti pada minuman anggur, musik, buku-buku dan holtikultura, dengan masa sejarah karya seni yang asli untuk melengkapi tema tersendiri.


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ST/S7

TT/S7/EL3

TT/S7/HP1

TT/S7/HP2

TT/S7/HP3

All suites offer an entry foyer and unique décor inspired by Jefferson‟s loves, such as wine, music, books and horticulture, with original historic period artwork to compliment the individual motif. Semua kamar menawarkan jalan masuk dan dekorasi unik berupa karya seni periode sejarah yang terinspirasi oleh kecintaan Jefferson pada anggur, music, buku, dan holtikultur. Semua ruangan menawarkan tempat tunggu yang hiasan yang unik terinspirasi dari kecintaan Jefferson seperti wine, musik, buku, dan buku berilmu perkebunan dengan keaslian periode sejarah seni lukis yang memiliki pujian dari individu. Semua ruang mewah mempersembahkan serambi dan dekor unik yang terinspirasi dari kesukaan Jefferson, seperti wine, music, buku dan beberapa ilmu perkebunan, dengan sejarah asli pada masa seni untuk motif tersendiri. Semua kamar mempersembahkan sebuah keunikan & kemewahan dekorasi yg terinspirasi dari kecintaan Jefferson, seperti anggur, music, buku dan peninggalan sejarah dg sejarah asli pekerja seni untuk memenuhi kebutuhan individual motif.

Score

1

3

3

2

The meaning of ST is not fully communicated in TT/S7/EL1 and TT/S7/HP3 by the misinterpretations it has. The translation of the term “foyer” and “horticulture” are not appropriate for it shares different meaning with ST. In TT/S7/HP3, the misinterpretation is seen in the translation of the term “artwork” into “pekerja seni”. The ommission of the term “foyer” in her translation causes the message is not fully communicated in TT/S7/HP3 since it creates different meaning from ST. TT/S7/EL2, TT/S7/HP1, and TT/S7/HP2 contain flawed sentence arrangement in translating “... with original historic period artwork ...” Besides, TT/S7/HP1 has an error on “... book and horticulture ...” translation. Despite the errors in TT/S7/EL2, TT/S7/HP1, and TT/S7/HP2, the overall meaning of ST is still appropriately communicated in all of them.


37

EL3 omits “... with original historic period artwork to compliment the individual motiv”. The omition causes the lost of ST‟s information in TT/S7/EL3. It also contains the misinterpretation of the term “foyer” and misspeling of “horticulture”. Thus, the meaning is not fully communicated on TT/S7/EL3. 2.

Linguistic Competence Linguistic competence is assessed by using Angelelli‟s scoring rubric of

micro-linguistic. The scoring focuses on each translation‟s vocabulary choice and grammar that include spelling and punctuation. The lower amount of errors leads to the higher score for the translation.

Chart 4.3. Average Score of Grammar and Mechanics

5 4.5

4.86

4.71 4.23 3.86

4

4

4.14

3.5 3 2.5 2 1.5 1 0.5 0 English Letters Students



38

Chart 4.3 shows the average score of each respondent in grammar and mechanic aspect which addresses linguistic competence. It is the result from calcuting all sentences‟ score in terms of grammar and mechanic aspects. From the chart, it can be seen that English Letters students have significant higher score than Hospitality students have. ST/S1 TT/S1/EL1 TT/S1/EL2 TT/S1/EL3 TT /S1/HP1 TT /S1/HP2 TT /S1/HP3


Score 5 5 5 5 5 5

All respondents show skillful control of TL spelling and punctuation in writing the title. Because this sentence is a title, the sentence should be written with first alphabet on each word is capitalized and without any period. The difference between each translation is on their vocabularies. Even though the punctuations and spellings used in TT/S2/EL1 and TT/S2/HP3 are appropriate, there are similar errors in both of the translation which are the choice of deleting the word “Thomas Jefferson” in TT/S2/EL1 and “Suite” in TT/S2/HP3. Using only “kamar” or “Thomas Jefferson” is improper since it can lead to unappropriated title because the main idea of the text is about a specific room named Thomas Jefferson. The vocabulary of “kediaman” in TT/S2/HP1 is not proper since it is not equivalent with term “suite” in ST. “Suite” refers to a kind of room that features some kitchen, living room, and others, provided by some hotels, while “kediaman” refers to a house.


39

In TT/S2/HP2, the term “suite” is kept in SL. This vocabulary is appropriate since this term is commonly uses by hotels around the world. EL2 and EL3 use vocabulary of “kamar” for SL term “suite”. The vocabulary of “kamar” is accepted in TL since it shares the similar meaning with “suite”, but it is better if the translators used the term “suit”. ST/S2

This expansive luxurious hotel suite commands views of the Washington Monument, the White House and surrounding city from five Juliet balconies which open to allow in fresh air. TT/S2/EL1 Hotel yang mewah nan luas ini menyuguhkan pemandangan Monumen Washington, Gedung Putih, dan kota di sekitarnya yang bisa kita lihat dari lima balkon Juliet. Kita juga bisa menghirup udara segar ketika kelima balkon di buka. TT/S2/EL2 Kamar hotel yang mahal dan mewah ini menawarkan pemandangan dari monumen Washington, Gedung putih dan kota disekitarnya dari balkon lima Juliet dengan udara sejuk. TT/S2/EL3 Kamar hotel yang mewah dan megah berpadu dengan pemandangan Monumen Washington, Gedung Putih, dan pemandangan sekitar lima balkon Juliet yang menyegarkan. TT/S2/HP1 Hotel besar dan mewah ini memiliki pemandangan monument Washington, White House dan keadaan sekitar kota dari balcony lima Juliet yang terbuka untuk membiarkan udara segar masuk. TT/S2/HP2 Hotel mewah dan luas ini menyuguhkan beberapa pemandangan seperti Monumen Washington, White House dan sekitar kota dari Balcony Five Juliet yang mana terbuka sehingga memungkinkan udara segar masuk. TT/S2/HP3 Hotel mewah dan luas ini menyuguhkan beberapa pemandangan seperti Monumen Wash, Istana Negara dan sekitar kota dari balkon Five Juliet yang mana terbuka sehingga memungkinkan angin segar masuk.

Score

5

4

5

3

3

3

There is no spelling and punctuation mistake in TT/S2/EL1 and TT/S2/EL3. The vocabularies used are appropriate to deliver the meaning of ST. In TT/S2/EL2, the word “lima” should be placed before “balkon” in order to create the intended meaning of ST. When the word “lima” placed after “balkon” it create meaning of there is balcony named Five Juliet. It shares different meaning


40

with ST which is there are five balconies named Juliet. Another mistake in this translation is seen on the translation of term “White House” into “Gedung putih”. The first alphabet of word “putih” should be capitalized since it is a part of place name, “Gedung Putih”. TT/S2/HP1 also shares different meaning with ST by the placing of word “lima” before “balcony”. Besides, the word “balcony” is supposed to be in italic. In TL‟s grammar, a word from foreign language, except name of place, should be in italic. There is also misspelling in the translation of “monument”. It supposed to be “monumen” in TL with the “m” in capital. The capitalization of “Balcony Five” in TT/S2/HP2 and “Five” in TT/S2/HP3 are not appropriate since it will share different meaning with the intended meaning of ST. Since it is in capital, the phrase in TT/S2/HP2 means place named Balcony Five Juliet and the phrase in TT/S2/HP3 means a balcony named Five Juliet. El2, HP1, HP2, and HP3 do not use a comma after the translation of “White House”. According to TL‟s grammar, when mentioning more than two options, a comma should be placed after each option, including the one before the conjunction. However, the sentences are still understandable and have no ambiguity meaning without the comma.


41

ST /S3

TT/S3/EL1

TT/S3/EL2

TT/S3/EL3

TT/S3/HP1

TT/S3/HP2

TT/S3/HP3


Score

4

4

5

3

5

3

TT/S3/EL1 shows a proficient control of grammar, spelling and punctuation. However, “Kamar VIP di hotel tersebut terdapat ranjang rajani …,” sounds a bit strange. The translation will be better if the preposition “di” in “di hotel” is moved into before “Kamar VIP” because in TL “terdapat” should be followed by expression of place with the preposition “di”. The preposition “di” in “di hotel” is not an expression of place to complete the word “terdapat”, instead it is to explain “Kamar VIP”. TT/S3/EL2 and TT/S3/HP2 contain a spelling mistake of “sprei” which supposed to be “seprai”. It is still appropriate for the translation because the misspelling does not share different meaning with ST. The grammar, punctuation, and vocabulary are well used by EL2.


42

EL3 has no mistake on grammar, spelling, and punctuation. Besides, the vocabularies used in TT/S3/EL3 are appropriate to deliver ST meaning in TL. Meanwhile, HP1 has several mistakes in his translation. The term “Master” and “king bed” in TT/S3/HP1 should be in italic since it is a foreign term for TL. There is also a repetition of conjunction “yang” in “ruangan yang besar yang memiliki lantai bermotif …” The first “yang” is better to be omitted in order to avoid unnecessary repetition. HP1 also improperly uses prefix “be(r)-” in the word “berarah”. HP3 uses abbreviation for the conjunction “yang” and “dengan” in TT/S3/HP3. The abbreviation is understandable because it is commonly used by Indonesian people in sending short message. However, for tourism text, especially the specification of rooms the abbreviations of the conjunctions are not appropriate to be used.

ST/S4

TT/S4/EL1

TT/S4/EL2

TT/S4/EL3

A warm and cozy seating area allows for guests to take in striking Downtown DC views from one of the balconies, and a separate formal dining room for 10 is ideal for an intimate dinner party in the privacy of the suite. Ruangan untuk bersantai yang hangat nan nyaman tersedia untuk pengunjung sehingga memungkinkan mereka untuk menikmati pemandangan Downtown DC dari salah satu balkon. Selain itu, tersedia juga ruang makan formal terpisah untuk 10 orang, sangat ideal untuk pesta makan malam bersama kerabat. Sebuah tempat yang hangat dan nyaman bagi para pengunjung untuk duduk menikmati pemandangan kota DC dari salah satu balkon, dan sebuah ruang makan formalyang terpisah untuk sepuluh orang menawarkan pesta makan malam yang intim di dalam kamar pribadi. Area peristirahatan yang hangat dan nyaman mengajak pengunjung menikmati pemandangan kota DC dari balkon kamar mereka, dan ruang makan untuk 10 orang yang sesuai untuk makan malam private.

Score

4

3

5


43

ST/S4

TT/S4/HP1

TT/S4/HP2

TT/S4/HP3

A warm and cozy seating area allows for guests to take in striking Downtown DC views from one of the balconies, and a separate formal dining room for 10 is ideal for an intimate dinner party in the privacy of the suite. Tempat duduk yang hangat dan nyaman memberikan tamu pemandangan Downton DC yang menarik dari salah satu balcony, dan ruangan makan malam nan formal di bagi menjadi 10 bagian sangatlah ideal untuk makan malam yang romantis di tempat yang private. Area tempat duduk yang hangat dan menyenangkan yang memungkinkan tamu-tamu untuk melihat DC Downton yang menarik dari salah satu balkoni, dan ruang makan yang terpisah untuk 10 teman untuk tempat makan malam yang bersifat pribadi dan mewah. Area tempat duduk yang hangat & menyenangkan yang memungkinan tamu-tamu untk melihat DC Downtown yang menarik dari salah satu balkoni. Dan ruang makan yang terpisah utk 10 orang teman akrab, utk mengadakan pesta sederhana.

Score

4

3

3

TT/S4/EL1 contains the error of “Downtown DC” term. Since EL1 keeps the term on SL, it should be written in Italic. The used of comma after “10 orang” is not necessary and better to be replace by conjuction “yang”. Similar with TT/S4/EL1, TT/S4/HP1 also contains an error of writing “Downtown DC”. Both term “Downtown DC” and “balcony” is should be written in Italic. There is a grammatical error in TT/S4/EL2. TT/S4/EL2 is a combined sentence, so does the ST. However, EL2 cannot combine the two sentences properly to deliver the message of ST. In TT/S4/EL2 the verb “allows” is ommited. By the ommission, the translation shares different meaning which is a warm and comfort place for guest to sit and enjoy the view of Downtown DC and a dining room offer an intimate dinner pary, while ST has a meaning that a seating area allows guest to take striking Downtown DC views and a dining room is ideal for an intimate dinner party.


44

The errors in TT/S4/HP2 can be seen in the misspeling of the word “balkoni” and “Downtown DC” also the way “Downtown DC” is written that should be in Italic. Besides, TT/S4/HP2 has a redundent of conjucntion “yang” in “Area tempat duduk yang hangat dan menyenangkan yang memungkin tamutamu ...” TT/S4/HP3 has the same error with most of the respondents which is the way writing “Downtown DC”. The arrangement of “DC Downtown” sounds unnatural for it should be Downtown DC when it is kept in SL. HP3 uses too many abreviation for the word “untuk”. TT/S5 TT/S5/EL1 TT/S5/EL2

TT/S5/EL3 TT/S5/HP1 TT/S5/HP2

TT/S5/HP3

This one-of-a-kind hotel suite also features a daytime sitting room, kitchen and study, as well as a guest powder room. Salah satu tipe ruangan di hotel ini juga dilengkapi dengan ruang bersantai di siang hari, dapur, ruang belajar, dan toilet. Satu dari sekian banyak kamr hotel juga menyediakan sebuah tempat santai saat siang hari, dapur dan ruang belajar, juga sebuah ruang rias untuk pengunjung. Kamar ini juga dilengkapi ruang tamu, dapur, dan ruang kerja. Hotel ini juga menyediakan tempat duduk untuk sehari-hari, dapur dan tempat belajar yang sangat baik untuk ruangan tamu. Salah satu hotel mewah yang juga menyediakan tempat duduk bersantai di siang hari, dapur dan tempat kerja, dan toilet yang cukup baik untuk tamu. Salah satu hotel mewah yg juga menyediakan tempat duduk bersantai di siang hari. Dapur & tempat kerja serta toilet yg cukup baik utk tamu.

Score 5 4

5 5 4

3

TT/S5/EL1, TT/S5/EL3, and TT/S5/HP1 have no punctuation, spelling and grammar mistake. Some errors are seen in TT/S5/HP2 which are an inappropriate used of conjuction “yang” and spelling mistake of the term “suite” translation into “kamr” that should be written with an a between m and r that will be spelled as k-a-m-a-r. The used of conjuction “yang” on “Salah satu hotel mewah yang juga


45

menyediakan tempat duduk …” turns the words that follow the conjunction into post modifier causing the sentence consists only of noun and modifier where in TL the sentence should be atleast contains a noun as the agent and verb. Another mistake is seen on the use of conjuction “dan” on “... tempat santai siang hari, dapur dan ruang belajar, juga sebuah ruang rias ...” that will be better if it placed before “ruang rias” because “dan” in Indonesian structure is used before the last noun that is mention. HP3 in TT/S5/HP3 uses some abbreviation for “yang” which is not suitable for the text as the text is addressed to customers where it should be written in a complete form and not being shortened. The abbreviation will make the text become too informal. The used of period to seperated the sentences is also not appropriate because the second sentence does not contain a complete sentence, which is only noun with post modifier. ST/S6

TT/S6/EL1

TT/S6/EL2

TT/S6/EL3

TT/S6/HP1

The Italian marble master bathroom is windowed to allow in natural light and fresh air, and features a shower with massaging body sprays, a free-standing soaking tub, two sinks and intricate mosaic tiling. Kamar mandi berhiaskan batu marmer Italia dilengkapi dengan jendela untuk sirkulasi udara dan jalan masuk cahaya matahari, dan juga dilengkapi dengan shower dan sprei pijit badan. Selain itu, ruangan ini dilengkapi juga dengan tabung mandi, dua bak cuci piring, dan berhiaskan batu-batuan. Kamar mandi utama dengan marmer gaya italia memiliki jendela untuk masuknya cahaya alami dan udara segar, ada juga sebuah pancuran pemijat tubuh, sebuah bak untuk berendam, dua wastafel dan lantai dengan mosaik berliku. Kamar mandi bergaya Itali bertemu langsung dengan cahaya dari luar dan segarnya udara, dilengkapi shower dengan bodyspray, soaking tub, westafel, dan dinding mosaik. Kamar mandi di sini memiliki marmer Italia yang memliki jendela untuk mendapatkan cahaya matahari dan udara segar, dan memiliki fasilitas shower yang memancurkan air yang terasa seperti dipijat, bak mandi berdiri dua bak cuci yang memiliki ubin mosaik.

Score

5

5

3

3


46

ST/S6

TT/S6/HP2

TT/S6/HP3

The Italian marble master bathroom is windowed to allow in Score natural light and fresh air, and features a shower with massaging body sprays, a free-standing soaking tub, two sinks and intricate mosaic tiling. Marbel Italia yang menjadi tonjolan dari kamar mandi yang 3 berjendela ke perendaman, dua bak yang meliuk serta ubin dengan kepingan-kepingan batu. Marbel Italia yang menjadi ikon dan kamar mandi yg berjendela 3 perendaman dua bak yg meliuk serta ubin dg kepingan” batu.

TT/S6/EL1 and TT/S6/EL2 show masterful control of grammatical, spelling, and punctuation. There are only very few errors that can be found in the translations. In TT/S6/EL1 there is a misspeling of the term “spray”, while in TT/S6/EL2 the word “italia” should be written with the first alphabet in capital for it is the name of country. There are some terms that are kept in SL in TT/S6/EL3 which are “shower”, “body sprays”, and “soaking tub”. However, EL3 does not write the terms in italic for those are foreign terms in TT. In TT/S6/HP1 there is a repetition of the word “memiliki”. It will be better if one of the word replaced by another word. TT/S6/HP1 contains inppropriate used of conjuction “yang” in “... bak cuci yang memiliki ubin mosaik”. The conjuction creates a meaning that the sink is decorated by intricate mosaic tiling, while in ST it is the bathroom that is decorated. The similar error occurs in TT/S6/HP2 and TT/S6/HP3 with the use of “dengan”. Further more TT/S6/HP2 and TT/S6/HP3 contain misinterpretaions of the phrase “The Italian marble master bathroom is windowed to allow in natural ligth and fresh air, ...” Both translations ommit the information of the window‟s function and create a meaning of windowed to the soaking tub and windowed by soaking tub.


47

ST/S7

TT/S7/EL1

TT/S7/EL2

TT/S7/EL3

TT/S7/HP1

TT/S7/HP2

TT/S7/HP3

All suites offer an entry foyer and unique décor inspired by Jefferson‟s loves, such as wine, music, books and horticulture, with original historic period artwork to compliment the individual motif. Seluruh kamar hotel juga dilengkapi dengan serambi dan dekorasi yang unik yangmana terinspirasi oleh segala sesuatu yang disukai Jefferson, seperti halnya anggur, musik, buku, dan tumbuhan dengan karya seni pada period yang sesungguhnya untuk mendapatkan motif tersendiri. Semua kamar menawarkan sebuah lobi dan dekorasi unik terinspirasi dari cinta Jefferson, seperti pada minuman anggur, musik, buku-buku dan holtikultura, dengan masa sejarah karya seni yang asli untuk melengkapi tema tersendiri. Semua kamar menawarkan jalan masuk dan dekorasi unik berupa karya seni periode sejarah yang terinspirasi oleh kecintaan Jefferson pada anggur, music, buku , dan holtikultur. Semua ruangan menawarkan tempat tunggu yang hiasan yang unik terinspirasi dari kecintaan Jefferson seperti wine, musik, buku, dan buku berilmu perkebunan dengan keaslian periode sejarah seni lukis yang memiliki pujian dari individu. Semua ruang mewah mempersembahkan serambi dan dekor unik yang terinspirasi dari kesukaan Jefferson, seperti wine, music, buku dan beberapa ilmu perkebunan, dengan sejarah asli pada masa seni untuk motif tersendiri. Semua kamar mempersembahkan sebuah keunikan & kemewahan dekorasi yg terinspirasi dari kecintaan Jefferson, seperti anggur, music, buku dan peninggalan sejarah dg sejarah asli pekerja seni untuk memenuhi kebutuhan individual motif.

Score

5

5

5

4

4

4

The choice of vocabulary “serambi” as the translation of “foyer” in TT/S7/EL1 is inappropriate. Beside the inappropriate vocabulary, TT/S7/EL1 and TT/S7/EL2 do not contain any grammar, spelling, and punctuation errors. TT/S7/EL3 contains an inappropriate vocabulary for the term “foyer”, an error in writing foreign term “music” for TT that should be in italic, and a misspeling on “hortikultur” which should be “hortikultura”.


48

The error of writing foreign term in italic is also shown TT/S7/HP1, TT/S7/HP2, and TT/S7/HP3 for the words “music” and “wine”. TT/S7/HP1 also has a punctuation error. Without a comma between the word “perkebunan” and “dengan”, it can lead to TT shares different meaning with ST. 3.

Textual Competence Textual competences of both English Letters and Hospitality students are

assessed by paying attention to the style and cohesion seen from their translation. When the translation is very well organized, flows together and forms a coherent whole, the score will be the highest score, 5.

Chart 4.4. Avarage Score of Style and Cohesion 5 4.5 4 3.5

3.71 3.43 3

3

3.14

3.29 2.57

2.5 2 1.5 1 0.5 0 English Letters Students



49

The average score of each respondent in style and cohesion aspect is shown in the chart above. This is the result from calcuting all sentences‟ score in style and cohesion aspect. Style and cohesion aspect addresses the textual competence of translators. From chart 4.4, it can be seen that English Letters students‟ average score is higher. ST/S1 TT/S1/EL1 TT/S1/EL2 TT/S1/EL3 TT /S1/HP1 TT /S1/HP2 TT /S1/HP3


Score 3 4 4 4 3 3

TT/S1/EL1 is not well organized. By omitting “Thomas Jefferson” in TT/S1/EL1, it makes the translation clumsy. The deletion of “Thomas Jefferson” causes incomplete message delivering of ST. Different with EL1‟s deletion, HP3‟s deletion causes the deletion meaning of ST. It is not only incomplete, but it changes the meaning because HP3 omits the head of ST sentence. The term “suite” should be added to form a complete message of ST. The term “suite” is misinterpreted by HP1. The term “suite” and “kediaman” has different meaning. In translating a title, a translator needs to know the idea of the whole text to make an appropriate title. Both of TT/S1/EL2, TT/S1/EL3, and TT/S1/HP2 are well organized. It has no grammatical mistake. The meaning also fits for the whole text idea.


50

ST/S2

TT/S2/EL1

TT/S2/EL2

TT/S2/EL3

TT/S2/HP1

TT/S2/HP2

TT/S2/HP3


Score

5

3

3

4

4

4

TT/S2/EL1 does not have the same form and style of ST which consists of only one sentence and uses third person point of view, but it is very well organized. By dividing the sentence into two sentences in his translations, it shows that the translation has a masterful style. The two sentences flow together and deliver the intended meaning of ST well. EL2, HP1, HP2, and HP3 make the same mistakes in arranging the clause “from five Juliet balconies.” It should be translated into “dari lima balkon Juliet.” By this error, TT/S2/EL2, TT/S2/HP1, TT/S2/HP2, and TT/S2/HP3 are awkward and not well organized.


51

By omitting “city” and “form” in TT/S2/EL3, it makes the translation clumsy since it makes the translation have a different meaning with ST. Without “city” and “from”, TT/S2/EL3 contains meaning that the suite commands the view of surrounding five Juliet balconies, while the ST contains a meaning that the suite commands view of surrounding city that can be seen from five Juliet balconies. Thus, “city” and “from” are necessary to be added in translation. ST /S3

TT/S3/EL1

TT/S3/EL2

TT/S3/EL3

TT/S3/HP1

TT/S3/HP2

TT/S3/HP3


Score

3

3

3

3

4

4

Even though the sentences are well organized without spelling and punctuation mistake, the translations of EL group are not coherent with the whole sentence since the meaning of ST is misinterpreted. “… yang di bawahnya terdapat saluran gas menuju perapian penghangat” in TT/S3/EL1, “untuk memberi jalan gas dari perapian” in TT/S3/EL2, “… yang memberi ruang untuk gas” in


52

TT/S3/EL3, and “gives way to a gas fireplace” are not equivalent. TT/S3/EL1 has a meaning that under the floor there is a way for the gas to flow to the fireplace, TT/S3/EL2 has a meaning that the floor is used to give a way for the gas to flow, and TT/S3/EL3 has a meaning that the floor is the one that make a way for the gas, while the intended meaning of ST is that the floor makes a way to the fireplace that uses gas. TT/S3/HP1 is coherent with ST meaning, but it contains spelling mistake on the word “sprei”. The same mistake occurs in TT/S3/HP2 and TT/S3/HP3. In TT/S3/HP3, there are also some abbreviations of conjuction “dengan” and “yang” which are not appropriate for hotel‟s specification text. While in the other hand, TT/S3/HP2 is well organized dispite of the misspelling. ST/S4

TT/S4/EL1

TT/S4/EL2

TT/S4/EL3

TT/S4/HP1

A warm and cozy seating area allows for guests to take in striking Downtown DC views from one of the balconies, and a separate formal dining room for 10 is ideal for an intimate dinner party in the privacy of the suite. Ruangan untuk bersantai yang hangat nan nyaman tersedia untuk pengunjung sehingga memungkinkan mereka untuk menikmati pemandangan Downtown DC dari salah satu balkon. Selain itu, tersedia juga ruang makan formal terpisah untuk 10 orang, sangat ideal untuk pesta makan malam bersama kerabat. Sebuah tempat yang hangat dan nyaman bagi para pengunjung untuk duduk menikmati pemandangan kota DC dari salah satu balkon, dan sebuah ruang makan formal yang terpisah untuk sepuluh orang menawarkan pesta makan malam yang intim di dalam kamar pribadi. Area peristirahatan yang hangat dan nyaman mengajak pengunjung menikmati pemandangan kota DC dari balkon kamar mereka, dan ruang makan untuk 10 orang yang sesuai untuk makan malam private. Tempat duduk yang hangat dan nyaman memberikan tamu pemandangan Downton DC yang menarik dari salah satu balcony, dan ruangan makan malam nan formal di bagi menjadi 10 bagian sangatlah ideal untuk makan malam yang romantis di tempat yang private.

Score

5

3

2

2


53

ST/S4

TT/S4/HP2

TT/S4/HP3

A warm and cozy seating area allows for guests to take in Score striking Downtown DC views from one of the balconies, and a separate formal dining room for 10 is ideal for an intimate dinner party in the privacy of the suite. Area tempat duduk yang hangat dan menyenangkan yang 4 memungkinkan tamu-tamu untuk melihat DC Downton yang menarik dari salah satu balkoni, dan ruang makan yang terpisah untuk 10 teman untuk tempat makan malam yang bersifat pribadi dan mewah. Area tempat duduk yang hangat & menyenangkan yang 2 memungkinan tamu-tamu untk melihat DC Downtown yang menarik dari salah satu balkoni. Dan ruang makan yang terpisah utk 10 orang teman akrab, utk mengadakan pesta sederhana.

The appropriate dividing of TT/S4/EL1 into two sentences shows that the translation is very well organized into sections and has a masterful style. Besides, in has no spelling or punctuation errors. TT/S4/EL2 is a merge of two sentences. In merging two sentences into one sentence using conjunction, here using “dan”, the first sentence and the second sentence should have the same form. However, the sentences in TT/S4/EL2 are in different form. The first sentence, “Sebuah tempat yang hangat dan nyaman bagi para pengunjung untuk duduk menikmati pemandangan kota DC dari salah satu balkon, …” consists of noun and post modifier, while the second sentence,

“sebuah ruang makan formal yang terpisah untuk sepuluh orang

menawarkan pesta makan malam yang intim di dalam kamar pribadi,” consists of noun as the agent, verb, and noun as the object. Adding “dan” to merge the sentences can create a new meaning which both place to sit and the dining room offer an intimate dinner party where the intended meaning is the seating area allows guest to enjoy the view and the dining room is an ideal place to having an intimate dinner party.


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There is a redunden of conjunction “yang” in TT/S4/HP2. The translation will sound better when the conjuction “yang” in the “tempat duduk yang hangat” is obmited to avoid a redundant. However, the overall translation of TT/S4/EL2 and TT/S4/HP2 are well organized. TT/S4/EL3 keeps linked-sentence style but it is akwardly organized. The linked sentence should have the same patern of the sentence. In TT/S4/EL3 the sentence consists of noun as agent, verb, object while the second sentence only consists of noun with adjective. The awkward organized translation also can be seen in TT/S4/HP3 with two sentences that are inappropriately divided for the conjunction is not supposed to be placed in the beginning of the sentence. TT/S5 TT/S5/EL1 TT/S5/EL2


TT/S5/HP3


Score 4 3

3 3 4

2

TT/S5/EL1 and TT/S5/HP2 are well organized and flow together forming a coherent whole despite mistranslation of “as well as” in TT/S5/HP2. The clumsy translation is shown in TT/S5/EL2 for the mistranslation of “guest powder room” and inappropriate used of “saat”. In TL, “saat‟ is used for adverb of time to


55

explain verb not to explain noun. Thus, the used of “saat” in TT/S5/EL2 creates a meaning that the hotel provides a sitting room in a daytime, not the hotel provides a daytime sitting room which the intended meaning of ST. TT/S5/EL3 and TT/S5/HP1 however, show inability to form coherent whole of ST meaning for it omit the term “guest powder room” that is an important information. Besides, TT/S5/HP1 also contains of an akward sentence arrangement that causes the change of ST information. The awkward organized translation can be seen in TT/S5/HP3 with two sentences that are inappropriately divided. ST/S6

TT/S6/EL1

TT/S6/EL2

TT/S6/EL3

TT/S6/HP1

TT/S6/HP2

TT/S6/HP3


Score

3

4

3

3

1

1


56

TT/S6/EL1 contains a mistranslation of “intricate mosaic tiling”. In TT/S6/EL3, there is an omission of the term “windowed”, while in TT/S6/HP1, there is inappropriate use of TL verb “memiliki” that causes both translations have different meaning with ST. Thus, the style of TT/S6/EL1, TT/S6/EL3 and TT/S6/HP1 are clumsy. The lack of style is reflected in TT/S6/HP2 and TT/S8/HP3 for both of their translations is arranged awkwardly. Their translations do not form completed sentences. TT/S6/HP2 and TT/S6/HP3 only consist of noun and post modifiers that explain the noun. ST/S7

TT/S7/EL1

TT/S7/EL2

TT/S7/EL3

TT/S7/HP1

TT/S7/HP2

TT/S7/HP3

All suites offer an entry foyer and unique décor inspired by Jefferson‟s loves, such as wine, music, books and horticulture, with original historic period artwork to compliment the individual motif. Seluruh kamar hotel juga dilengkapi dengan serambi dan dekorasi yang unik yangmana terinspirasi oleh segala sesuatu yang disukai Jefferson, seperti halnya anggur, musik, buku, dan tumbuhan dengan karya seni pada period yang sesungguhnya untuk mendapatkan motif tersendiri. Semua kamar menawarkan sebuah lobi dan dekorasi unik terinspirasi dari cinta Jefferson, seperti pada minuman anggur, musik, buku-buku dan holtikultura, dengan masa sejarah karya seni yang asli untuk melengkapi tema tersendiri. Semua kamar menawarkan jalan masuk dan dekorasi unik berupa karya seni periode sejarah yang terinspirasi oleh kecintaan Jefferson pada anggur, music, buku , dan holtikultur. Semua ruangan menawarkan tempat tunggu yang hiasan yang unik terinspirasi dari kecintaan Jefferson seperti wine, musik, buku, dan buku berilmu perkebunan dengan keaslian periode sejarah seni lukis yang memiliki pujian dari individu. Semua ruang mewah mempersembahkan serambi dan dekor unik yang terinspirasi dari kesukaan Jefferson, seperti wine, music, buku dan beberapa ilmu perkebunan, dengan sejarah asli pada masa seni untuk motif tersendiri. Semua kamar mempersembahkan sebuah keunikan & kemewahan dekorasi yg terinspirasi dari kecintaan Jefferson, seperti anggur, music, buku dan peninggalan sejarah dg sejarah asli pekerja seni untuk memenuhi kebutuhan individual motif.

Score

3

3

3

3

3

2


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The awkward arrangement for the translation of “…, with original historic period artwork …” seen in TT/S7/EL1, TT/S7/EL2, TT/S7/HP1, and TT/S7/HP3 makes the translations‟ style are clumsy. Besides, TT/S7/EL1 has a mistranslation of the term “foyer”. TT/S7/EL3 arranges the sentences well, but the omission of “original” makes some information from ST missing and it has an error in TL‟s foreign term writing where the term “music” should be written in italic. TT/S7/HP3 contains the mistranslation of “horticulture” and “artwork” that causes the translation does not flow together. 4. Pragmatic Competence The pragmatic competence assessment assesses the ability of English Letters and Hospitality students to employ the functional and socio-cultural aspects of the TL in their translation. To be able to assess pragmatic competence, the assessment focuses on the word choice that reflects the cultural knowledge of the students.

Chart 4.5. Avarage Score of Situational Appropriateness 5 4.5 3.86

4 3.5 3

2.71

2.86

2.71

2.88

2.71




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The chart above shows the situational appropriateness‟ average score of English Letters and Hospitality students. The numbers shown are the result form calculating the score of each sentence. In this aspect, which indicates the pragmatic competence, Hospitality students lead with slightly higher score. ST/S1 TT/S1/EL1 TT/S1/EL2 TT/S1/EL3 TT /S1/HP1 TT /S1/HP2 TT /S1/HP3


Score 3 4 5 3 5 3

TT/S1/EL1 and TT/S1/HP3 do not fully achieve the ST‟s intended meaning. By omitting the word “Thomas Jefferson”, TT/S1/EL1 is not clear which suite is explained in the text. In hotel‟s room specification, it is necessary to mention the name of the room to show the difference with another kind of rooms. TT/S1/HP3 in the other case omits the word “suite” which is the head of the text and causes the intended meaning of the suite named Thomas Jefferson is not fully achieve. TT/S1/HP1 does not convey the meaning of ST in ST/S1 because the term “kediaman” is not an appropriate term for “suite” in TL. The term “kediaman” in TL has closer meaning with term “house” in SL. The intended meaning is achieved by EL2, EL3, and HP2. The term “kamar” in TT/S1/EL2 and TT/S1/EL3 are appropriate because the main point will be easily to understand by TL readers with or without any background knowledge of tourism.


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The decision of keeping the term “suite” by HP2 in TT/EL2/HP2 in SL is also appropriate since it still can be understood even though it may bring confusion for TL readers with zero knowledge about hotel‟s room. ST/S2

TT/S2/EL1

TT/S2/EL2

TT/S2/EL3

TT/S2/HP1

TT/S2/HP2

TT/S2/HP3


Score

3

3

3

2

3

2

The ommission of “suite” in TT/S2/EL1, TT/S2/HP1, TT/S2/HP2, and TT/S2/HP3 makes the translation does not fully achieved the intended meaning of ST to describe the suite. Besides, all HP‟s translations do not achieve the intented meaning of “five Juliet balconies”. Similar with HP‟s translations, the intended meaning is not achived in TT/S2/EL2. EL3, in another hand, can achive the meaning of both “suite” and “five Juliet balconies”. However, the meaning of ST in “... surronding city from Juliet balconies ...” is not achieved in TT/S2/EL3.


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ST /S3

TT/S3/EL1

TT/S3/EL2

TT/S3/EL3

TT/S3/HP1

TT/S3/HP2

TT/S3/HP3


Score

2

2

2

3

4

3

EL1, EL2, and EL3 are scored 2 since their translation of “... with walnut parquet flooring gives way to a gas fireplace” share different meaning with ST‟s intended meaning. Besides, the terms “kamar VIP” in TT/S3/EL1 and “salon mewah” in TT/S3/SL2 are not appropriate for the translation of “master bedroom” and “grand salon”. In the other hand TT/S3/HP1, TT/S3/HP2, and TT/S3/HP3 can achive the intended meaning of ST. By giving describetion of “master bedroom” in TL it shows that HP1 and HP3 have consistenly good word choice. The decision of keeping “master bedroom” and “king bed” in TT/S3/HP3 is appropriate for it can deliver the meaning well.


61

ST/S4

TT/S4/EL1

TT/S4/EL2

TT/S4/EL3

TT/S4/HP1

TT/S4/HP2

TT/S4/HP3


Score

4

3

3

2

4

3

TT/S4/EL1 and TT/S4/HP2 achieve the translation intended purpose of ST. The word choice is consistenly good and appropriate for TL domain. The translation of “allows” and “in the privacy of the suite” in TT/S4/EL2 are not appropriate since it shares different meaning with ST. In TT/S4/EL3 there is inappropriate word‟s choice as the translation of the term“seating area” and word “allows”, while in TT/S4/HP3 the inappropriate word‟s choice is seen on the


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translation of “intimate dinner party” into “pesta sederhana.” Beside those word choices, TT/S4/EL2, TT/S4/EL3, and TT/S4/HP3 are mostly appropriate for TL and show the respondents‟ good ability to achieve the translation intended prupose. The misinterpretetion of “a seperate dinning room for 10” in TT/S4/HP1 causes the translation does not fully achive the translation intended purpose to explain the dinning room that is suitable for 10 people. TT/S5 TT/S5/EL1 TT/S5/EL2


TT/S5/HP3


Score 3 2

2 2 3

3

There is no respondents use the closest phrase in TL for phrase “one-of-akind” in their translation. Besides, TT/S5/EL2 contains misinterpretation of the term “dressing room, while TT/S5/EL3 and TT/S5/HP1 contains the ommission of “dressing room”. Those cause the translation intended purpose to explain the room‟s feature is not fully achived. In the other side, TT/S5/EL1, TT/S5/HP2, and TT/S5/HP3 still deliver the intended purpose.


63

ST/S6

TT/S6/EL1

TT/S6/EL2

TT/S6/EL3

TT/S6/HP1

TT/S6/HP2

TT/S6/HP3


Score

2

4

2

4

4

2

The intended purpose in TT/S6/EL1, TT/S6/EL3 and TT/S6/HP3 is not achieved. TT/S6/EL1 has an inappropriate translation of “sink” in ST context and the mistranslation of “intricate mosaic tiling”. In the other hand, TT/S6/EL3 and TT/S6/HP3 have some missing information that cause the translations create different meaning with ST. TT/S6/EL2, TT/S6/HP1, and TT/S6/HP2 deliver the intended meaning in TL and show their proficient abilities. Despite of TL foreign language written error in TT/S6/HP1, the word choice of both of their translations is constantly good.


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ST/S7

All suites offer an entry foyer and unique décor inspired by Score Jefferson‟s loves, such as wine, music, books and horticulture, with original historic period artwork to compliment the individual motif.

TT/S7/EL1

Seluruh kamar hotel juga dilengkapi dengan serambi dan dekorasi yang unik yangmana terinspirasi oleh segala sesuatu yang disukai Jefferson, seperti halnya anggur, musik, buku, dan tumbuhan dengan karya seni pada period yang sesungguhnya untuk mendapatkan motif tersendiri. Semua kamar menawarkan sebuah lobi dan dekorasi unik terinspirasi dari cinta Jefferson, seperti pada minuman anggur, musik, buku-buku dan holtikultura, dengan masa sejarah karya seni yang asli untuk melengkapi tema tersendiri. Semua kamar menawarkan jalan masuk dan dekorasi unik berupa karya seni periode sejarah yang terinspirasi oleh kecintaan Jefferson pada anggur, music, buku , dan holtikultur. Semua ruangan menawarkan tempat tunggu yang hiasan yang unik terinspirasi dari kecintaan Jefferson seperti wine, musik, buku, dan buku berilmu perkebunan dengan keaslian periode sejarah seni lukis yang memiliki pujian dari individu. Semua ruang mewah mempersembahkan serambi dan dekor unik yang terinspirasi dari kesukaan Jefferson, seperti wine, music, buku dan beberapa ilmu perkebunan, dengan sejarah asli pada masa seni untuk motif tersendiri. Semua kamar mempersembahkan sebuah keunikan & kemewahan dekorasi yg terinspirasi dari kecintaan Jefferson, seperti anggur, music, buku dan peninggalan sejarah dg sejarah asli pekerja seni untuk memenuhi kebutuhan individual motif.

TT/S7/EL2

TT/S7/EL3

TT/S7/HP1

TT/S7/HP2

TT/S7/HP3

2

2

2

4

4

2

Since there are misinterpretation of “foyer” in TT/S7/EL1 and TT/S7/EL3, the intended purpose to explain the foyer itself is not achived by EL1 and EL3. Besides, TT/S7/EL1 contains the misinterpretation of term “horticulture.” The intended purpose is also not achieved by TT/S7/HP3 for the omission of the foyer that causes incomplete message in the translation. EL2 in the other hand proficiently translates both terms, but makes an error in translating “… with original historic period artwork …” Thus, TT/S7/EL2 does not deliver the intended meaning completely.


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Despite the foreign language words are not written in Italic, both TT/S7/HP1 and TT/S7/HP2 achive the intended purpose of TL with good word choices. 5.

Strategic Competence The strategic competence is the competence of the translator to identify

and overcome some problems in translating the ST. Angelelli‟s scoring rubric of translation skill is used to assess the strategic competences‟ of each student. Chart 4.6. Average Score of Translation Skill

5 4.5 4 3.29

3.5 3

2.86

2.86

3

3 2.71



The average score of translation skill shown in chart 4.6 shows a slight different between two groups. English Letters students have slightly higher score than Hospitality students have. The average score of this aspect is the result of calcuting all sentences‟ score in strategic competence.


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ST/S1 TT/S1/EL1 TT/S1/EL2 TT/S1/EL3 TT /S1/HP1 TT /S1/HP2 TT /S1/HP3


Score 3 4 5 3 4 3

EL1 and HP3 try to overcome the translation problem by deleting some words. However, it causes an obvious error in TT/S1/EL1 and TT/S1/HP3 . The deletion used gives unclear meaning of which room will be explained about in TT/S1/EL1 and changes the intended meaning of a room named Thomas Jefferson in TT/SL/HP3. Three of six respondents, EL2 and EL3 can overcome the translation problems in solving the translation they meet. EL1 and EL3 are able to solve the problem by directly translate the title. Beside EL2 and EL3, HP2 is also able to overcome the translation problem in different way. In TT/S1/HP2, HP2 decides to borrow the original term of “suite” and keep the original form in order to maintain the sense of the term in her translation. At the other side, there is a misinterpretation of the term “suite” into “kediaman” in TT/S1/HP1. By the misinterpretation, it means that HP1 is unable to overcome the problem that occurs in this sentence.


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ST/S2

TT/S2/EL1

TT/S2/EL2

TT/S2/EL3

TT/S2/HP1

TT/S2/HP2

TT/S2/HP3


Score

3

3

3

2

2

2

EL1, HP1, HP2, and HP3 try to overcome the translation problem in translating “hotel suite” by omitting the word “suite”, but the deletion causes an error since the intended meaning is not completely delivered. Further more, in TT/S2/HP1, TT/S2/HP2, and TT/S2/HP3 there is an error in translating “five Juliet balconies.” It shows that HP1, HP2, and HP3 cannot overcome the translation problem. TT/S2/EL2 contains an error, which is the translation of “five Juliet balconies”. However, EL2 still shows a general ability to identify and overcome translation problem since the translation for the other words are appropriate.


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Even though the EL3‟s ommition of “city” in TT/S2/EL3 does not completely deliver ST‟s message, the overall translation is appropriate. Thus, TT/S2/EL3 also demonstrates a general ability to identify and overcome translation problem.

ST /S3

TT/S3/EL1

TT/S3/EL2

TT/S3/EL3

TT/S3/HP1

TT/S3/HP2

TT/S3/HP3


Score

2

2

2

3

4

4

There are misinterpretions of “master bedroom” and “... with walnut parquet flooring gives way to a gas fireplace” in TT/S3/EL1. It means that EL1 cannot overcome the translation problems. TT/S3/EL2 and TT/S3/EL3 contain misinterpretation of “grand salon” and “... with walnut parquet flooring gives way to a gas fireplace.” The misinterpretation means EL2 and EL3 cannot overcome the translation problem.


69

TT/S3/HP1 does not completely delivering the ST‟s meaning of “grand salon”. Beside the incomplete message delivery, there is no obvious error shown in TT/S3/HP1. Thus, HP1 has showed the general ability to overcome translation problem. Both HP2 an HP3 do not contain any obvious errors. Since the use of abbreviation in TT/S3/HP3 and misspeling of “seprai” in both TT/S3/HP2 and TT/S3/HP3 are understandable and do not change the intended meaning of ST, it reflects the general translation ability of EL3 and EL2. ST/S4

TT/S4/EL1

TT/S4/EL2

TT/S4/EL3

TT/S4/HP1

TT/S4/HP2

TT/S4/HP3


Score

4

3

4

2

4

3


70

TT/S4/EL1 shows a good ability in overcome translation problems that occur in the sentence. The unnecesary used of comma has no effect for ST‟s meaning delivery. TT/S4/EL3 and TT/S4/HP2 are similar with TT/S4/EL1. Since TT/S4/EL3 and TT/S4/HP2 contain only one error that not affected the delivery meaning of ST, both translation shows a good ability to overcome translation problems. There is an obivious error in TT/S4/EL2 which is the misinterpretation of “... in the privacy of the suite.” By the error, TT/S4/EL2 demonstrates the general ability of EL2 to identify and overcome translation problems. Beside the sentence spliting error, TT/S4/HP3 shows HP3‟s general ability to overcome translation problems by having no spelling error and misinterpretaion. The misinterpretation of “a seperate formal dining room for 10” in TT/S4/HP1 shows that HP1 has some trouble in overcoming translation problems.

TT/S5 TT/S5/EL1 TT/S5/EL2

TT/S5/EL3 TT/S5/HP1

TT/S5/HP2

TT/S5/HP3


Score 3 2

2 2

3

3


71

TT/S5/EL1, TT/S5/HP2, and TT/S5/HP3 cannot deliver the meaning of phrase “one-of-a-kind”, but proficiently overcome translation problems in other terms. TT/S5/EL2, TT/S5/EL3, and TT/S5/HP1 in the other sides show some troble in overcoming translation problems that occur in the translating process for the misinterpretation and ommission of term “dressing room” that cause the meaning of ST not completely delivered.

ST/S6

TT/S6/EL1

TT/S6/EL2

TT/S6/EL3

TT/S6/HP1

TT/S6/HP2

TT/S6/HP3


Score

2

3

3

5

2

2


72

TT/S6/EL1 contains the misinterpretation of terms “sinks” and “mosaic tiling” and also the misspeling of “sprei” as the translation of term “spray”. By the misinterpretation and the misspeling, TT/S6/EL1 demonstrates some trobles in overcoming the problem. Beside the punctuation error in TT/S6/EL2, EL2 along with EL3, who has no punctuation error and misinterpretation, show their general ability to overcome translation problem. HP1 has succesfuly overcomed the problem occurs by having no grammatical, punctuation, and spelling errors and translating each SL terms properly into TL terms. The missing information caused by the ommission of “to allow in natural light and fresh air” in TT/S6/HP2 and TT/S6/HP3 is the prove that both HP1 and HP2 cannot overcome the problem they face. ST/S7

TT/S7/EL1

TT/S7/EL2

TT/S7/EL3

TT/S7/HP1

All suites offer an entry foyer and unique décor inspired by Jefferson‟s loves, such as wine, music, books and horticulture, with original historic period artwork to compliment the individual motif. Seluruh kamar hotel juga dilengkapi dengan serambi dan dekorasi yang unik yangmana terinspirasi oleh segala sesuatu yang disukai Jefferson, seperti halnya anggur, musik, buku, dan tumbuhan dengan karya seni pada period yang sesungguhnya untuk mendapatkan motif tersendiri. Semua kamar menawarkan sebuah lobi dan dekorasi unik terinspirasi dari cinta Jefferson, seperti pada minuman anggur, musik, buku-buku dan holtikultura, dengan masa sejarah karya seni yang asli untuk melengkapi tema tersendiri. Semua kamar menawarkan jalan masuk dan dekorasi unik berupa karya seni periode sejarah yang terinspirasi oleh kecintaan Jefferson pada anggur, music, buku , dan holtikultur. Semua ruangan menawarkan tempat tunggu yang hiasan yang unik terinspirasi dari kecintaan Jefferson seperti wine, musik, buku, dan buku berilmu perkebunan dengan keaslian periode sejarah seni lukis yang memiliki pujian dari individu.

Score

3

3

4

4


73

ST/S7

TT/S7/HP2

TT/S7/HP3

All suites offer an entry foyer and unique décor inspired by Score Jefferson‟s loves, such as wine, music, books and horticulture, with original historic period artwork to compliment the individual motif. Semua ruang mewah mempersembahkan serambi dan dekor 2 unik yang terinspirasi dari kesukaan Jefferson, seperti wine, music, buku dan beberapa ilmu perkebunan, dengan sejarah asli pada masa seni untuk motif tersendiri. Semua kamar mempersembahkan sebuah keunikan & 2 kemewahan dekorasi yg terinspirasi dari kecintaan Jefferson, seperti anggur, music, buku dan peninggalan sejarah dg sejarah asli pekerja seni untuk memenuhi kebutuhan individual motif.

EL1 misinterpretes the term “foyer” and “horticulute” in TT/S7/EL1, but shows a general ability to overcome translation problem on most of the sentence. The general ability is also shown by EL2 despite having an awkward word arrengement of “original historic period artwork.” TT/S7/EL3 shows better ability in overcome the problem by appropriately translating and arranging the sentence. TT/S7/HP1 contains an inappropriate used of prefix „ber-„. However, the inappropriateness is not an obivious error since the sentence still understandable with most of the intended meaning is greatly delivered. HP2 and HP3 show some troubles to overcome translation problem by misinterpreting the term “foyer” in TT/S7/HP2, ommiting the same term in TT/S7/HP2, and misinterpreting of “original historic period artwork” in both translation.


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The Influence of Translators’ Background Knowledge Toward

B.

Translators’ Translation Competence This section discusses how translators‟ background knowledge influences translators‟ competence based on PACTE‟s competence model seen from the assessment result in the previous section. As PACTE‟s model of translation competence consists of five sub-competences, this section will be divided into five sub-competences to discuss how translators‟ background knowledge influence each sub-competence. Below is the chart of each group of students‟ average score in five aspect of Angelelli‟s scoring rubric.

Chart 4.7 Average Score of English Letters and Hospitality Students

5

4.6

English Letters Students

4.5 4

4

3.3

3.5 3

3

2.95

2.71

3.1

2.76

3.03 2.9

2.5 2 1.5 1 0.5 0 Source Text Meaning

Linguistic

Textual

Pragmatic

Strategic



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1.

Bilingual Sub-competence Bilingual sub-competence in PACTE‟s model of translation competence is

the abilities of translators that are related to linguistics in both SL and TL. Between five aspects of Angelelli‟s scoring rubric, linguistic competence and textual competence are categorized as bilingual sub-competence in PACTE‟s translation competence model. English Letters students have better competences in bilingual subcompetence. Chart 4.7 shows that English Letters students‟ average score in both linguistic competence and textual competence are higher than Hospitality students has. Their abilities in linguistics can be seen from the second sentence in the translation of term “five Juliet balconies”. EL1 and EL3 are able to deliver the meaning that there are five balconies named Juliet in their translation “lima balkon Juliet” by understanding SL‟s structure. In the other side, because of the lack ability in understanding SL‟s structure, all three Hospitality students fail to transfer the intended meaning. Both “balcony lima Juliet”, “Balcony Five Juliet”, and “balkon Five Juliet” shares different meaning with ST. Besides, HP3 occasionaly divides the sentence in her translation unappropriately. English Letters students are able to achieve higher score because they are exposed more to SL language by being given eight credit hours of structure and twelve credit hours of linguistics subjects in their study, while Hospitality students only having twelve credit hours of SL language subjects which is focuses on the tourism area.


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By having more knowledge on linguistics, English Letters students are able to understand ST structure well which help them on transferring it to TT. Thus translators‟ linguistics comperhation is the important factor in bilingual subcompetence. 2.

Extra-linguistic Sub-competence Extra-linguistic sub-competence is defined as implicit or explicit

knowledge about the world in general and specific area. The source text meaning and pragmatic aspects in Angelelli‟s scoring rubric are the aspects reflected from extra-linguistic sub-competence. Despite the high score in linguistic and textual aspects, English Letters students have low score for source text meaning and pragmatic aspects as shown in the chart 4.7 that their average score is below 3 and lower than Hospitality students‟. Having grammatically right sentence in TL does not always mean that the intended meaning of ST is successfully delivered for some terms has different meaning depend on the context where the terms are used, especially the term used in tourism, such as term “salon” in ST/S3. The term “salon” holds several meaning depends on what it is used for. When it is related with beauty or fashion, “salon” means a shop where you can get a particular service. “Salon” also means an elegant living room when the term is related to a house. Only EL1 in TT/S3/EL1 that sucessfuly translate the term “salon” of ST as an elegant living room, while EL2 deliver the meaning of “salon” which related with beauty and EL3 mistranslates the term for she has the meaning of “saloon” which is the a bar instead of the meaning of “salon”.


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The intended meaning of ST is delivered better by Hospitality students‟ translation. Many of their choice of words also more appropriate for tourism text rather than English Letters students have. As for the term “salon”, HP2 and HP3 make the right choice in determine which “salon” is being talked about. Both HP2 and HP3 translate the term into “ruang tamu”. HP1 also able to choice the intended meaning of the term even though the ST‟s information in his translation is not completely delivered for it is translated into “ruangan” in TT/S3/HP1. The knowledge that caused the ability of Hospitality students to choose the appropriate TL terms depend on the context is the knowledge about specific topic where in this case is knowledge about tourism. As Hospitality students are more familiar with tourism related terms by being faced with the topic more as tourism is the main subject of their study, they gain more knowledge about tourism and it help them find the closest term in TL to be used in their translations. By how Hospitality students get higher scores for both of source text meaning and pragmatic aspects, it proves that extra-linguistic sub-competence is the implicit and explicit about world in general and specific area of knowledge. Thus translators‟ background knowledge of specific topic of area is the knowledge needed for having better extra-linguistic sub-competence. 3.

Strategic Sub-Competence and Instrumental Sub-competence Strategic sub-competence is the competence of translators to solve the

problems encountered during the translation process and instrumental subcompetence is the competence of translators to use any instrument such as dictionary, journal and so on to help them overcome the problems in translating.


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This sub-competence is assessed in Angelelli‟s scoring rubric strategic aspects. The higher the score is, the more successful the translators solve translation problem are. For the assessment result in strategic aspect using Angelelli‟s scoring rubric, there is only slightly different between English Letters and Hospitality students. English Letters students‟ average score has reach 3 and Hospitality students just slightly below. It shows that both of the group of students can overcome many of translation problems. In overcoming the problems both linguistics competence and cultural knowledge is needed. In translating the term like “five Juliet balconies” it needs the linguistics competence, while in translating term like “salon”, discussed in the previous sub-section, it needs cultural knowledge. Therefore, by the higher score of English Letters students have it shows that the linguistic competence more influences the sub-competence rather than translators‟ background knowledge. Besides, English Letters students also have more experience in solving translation problems that they gain from four course hours of translation courses. 4.

Knowledge About Translation Sub-Competence Knowledge about translation sub-competence is not measured in

Angelelli‟s scoring rubric for it is not reflected in a translation of ST. To be able to measure knowledge about translation sub-competence some interview or questioner related with translators‟ knowledge about translation are needed. Thus the influence of translators‟ background knowledge in specific area towards this sub-competence cannot be seen in this research.


CHAPTER V CONCLUSION

Based on Angelelli‟s five aspects scoring rubric assessment, English Letters students achieve 67.07 as the average of each translator‟s final scores, while Hospitality students achieve 63.8. Hospitality students are expected to get the higher score for they have more background knowledge about the ST‟s topic, which is tourism, than English Letters students have. The higher final scores of English Letters students come from their significantly higher score in textual (3.57, 3.14, and 2.86) and linguistic competence (4.86, 4.29, and 4.71), while Hospitality students achieve higher score in pragmatic competence (2.88, 3.86, and 2.71) and source text meaning (2.71, 3.43, and 2.71). The assessment result shows that translators‟ background knowledge of specific topic influences Angelelli‟s source text meaning and pragmatic competence which also categorized as extra-linguistics sub-competence in PACTE‟s translation competence model. By this finding, it shows that background knowledge influences each translation sub-competence depend on the level and type of knowledge the translators have as their background. While the more background knowledge of specific topic the translators have will lead to the better their extra-linguistic sub-competences will be, the more knowledge of linguistics they have, it will lead them to the better bilingual sub-competences.

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When using Angelelli‟s scoring rubric this research only find the influence of translators‟ background knowledge in three out of five sub-competence of PACTE‟s model. Thus, there will be better for translation study development if another further research on the influence of translators‟ background knowledge towards knowledge about translation sub-competence is done.


BIBLIOGRAPHY

PRINTED SOURCES Ayu, Melly. A Comperative Study of Non-medical and Medical School Students’ Competence in Translating Medical Text. Thesis. Yogyakarta: Sanata Dharma University, 2016. Angelelli, V. Claudia. Using a Rubric to Assess Translation Ability. In C.V. Angelelli and H. E Jacobson (ed), Testing and Assessment in Translation and Interpreting Studies. Philadelpia: John Benjamin Publishing Company, 2009. Beeby, A, M. Fernandez Rodriguez, O. Fox, A. Hurtado Albir, W. Neunzig, M. Orozco, M. Presas, P. Rodriguez Inez and L. Romero. “PACTE 2003. Building a Translation Competence Model” In Triangulating Translation: Perspective in Process Oriented Research. Amsterdam: John Benjamins, 2003. Bell, T. Roger. Translation and Translating: Theory and Practice. New York: Longman Ink, 1991. Cisca, ed. Pedoman Baku EYD Terbaru. Yogyakarta: Pustaka Widyatama, 2010. Ejaan Bahasa Indonesia yang Disempurnakan EYD TERBARU (Permendiknas Nomor 46 Tahun 2009). Yogyakarta: Pustaka Timur, 2009. Medlik, S. Dictionary of Travel, Tourism and Hospitality. Burlington: Butterworth-Heinemann, 1993. Munday, Jeremy. Introducing Translation Studies-Theories and Aplications. London and New York: Routledge, 2001. Nida, Eugene A and Charles R. Taber. The Theory and Practice of Translation. Leiden: E.J Brill, 1982. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press, 2000. Surjanto, A.Winarno, Frans Gromang, Acep Hidayat, Nico Karl Logoh. Kamus Istilah Pariwisata. Jakarta: Pusat Pengembangan dan Pembinaan Bahasa, 1985. Suwardhanis, A. Scholastica. The Translation Accuracy of an Economic Text by Student Translators and Paid Translators Related to the Translator’s Competence. Thesis. Yogyakarta: Sanata Dharma University, 2011.

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Williams, Jenny and Andrew Chesterman. The Map: a Beginner’s Guide to Doing Research in Translation Studies. Manchester: St. Jerome Publishing, 2002.

ELECTRONIC SOURCES Cambridge Advanced Learner’s Dictionary Third Edition. Cambridge University Press, 2008. Kamus Besar Bahasa Indonesia Daring http:/kbbi.web.id Kateglo http://kateglo.com/ Kim, Haeyoung. The Influence of Background Information in Translation: Quantity vs. Quality or Both?. Translators‟ Journal. (n.d). (https://www.erudit.org/revue/meta/2006/v51/n2/013260ar.pdf). 2016. Merriam-Webster Dictionary. Mobile Software. Apple App Store. Vers. 4.1. Merriam-Webster, Inc. 2017. The Jefferson Washington DC http://www.jeffersondc.com


APPENDICES

Appendix 1: Source Text Thomas Jefferson Suite This expansive luxurious hotel suite commands views of the Washington Monument, the White House and surrounding city from five Juliet balconies which open to allow in fresh air. The master bedroom features a King bed with custom linens and the suite's grand salon with walnut parquet flooring gives way to a gas fireplace. A warm and cozy seating area allows for guests to take in striking Downtown DC views from one of the balconies, and a separate formal dining room for 10 is ideal for an intimate dinner party in the privacy of the suite. This one-of-a-kind hotel suite also features a daytime sitting room, kitchen and study, as well as a guest powder room. The Italian marble master bathroom is windowed to allow in natural light and fresh air, and features a shower with massaging body sprays, a free-standing soaking tub, two sinks and intricate mosaic tiling. All suites offer an entry foyer and unique décor inspired by Jefferson‟s loves, such as wine, music, books and horticulture, with original historic period artwork to compliment the individual motif.

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Appendix 2: Data of English Letters and Hospitality students’ translations ST/S1 TT/S2/EL1 TT/S1/EL2 TT/S1/EL3 TT /S1/HP1 TT /S1/HP2 TT /S1/HP3


ST/S2


TT/S2/EL1

TT/S2/EL2

TT/S2/EL3

TT /S2/HP1

TT /S2/HP2

TT /S2/HP3

ST /S3 TT/S3/EL1

TT/S3/EL2

TT/S3/EL3

TT/S3/HP1

TT/S3/HP2

TT/S3/HP3



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ST/S4

TT/S4/EL1

TT/S4/EL2

TT/S4/EL3

TT/S4/HP1

TT/S4/HP2

TT/S4/HP3

TT/S5 TT/S5/EL1 TT/S5/EL2 TT/S5/EL3 TT/S5/HP1 TT/S5/HP2 TT/S5/HP3

A warm and cozy seating area allows for guests to take in striking Downtown DC views from one of the balconies, and a separate formal dining room for 10 is ideal for an intimate dinner party in the privacy of the suite. Ruangan untuk bersantai yang hangat nan nyaman tersedia untuk pengunjung sehingga memungkinkan mereka untuk menikmati pemandangan Downtown DC dari salah satu balkon. Selain itu, tersedia juga ruang makan formal terpisah untuk 10 orang, sangat ideal untuk pesta makan malam bersama kerabat. Sebuah tempat yang hangat dan nyaman bagi para pengunjung untuk duduk menikmati pemandangan kota DC dari salah satu balkon, dan sebuah ruang makan formalyang terpisah untuk sepuluh orang menawarkan pesta makan malam yang intim di dalam kamar pribadi. Area peristirahatan yang hangat dan nyaman mengajak pengunjung menikmati pemandangan kota DC dari balkon kamar mereka, dan ruang makan untuk 10 orang yang sesuai untuk makan malam private. Tempat duduk yang hangat dan nyaman memberikan tamu pemandangan Downton DC yang menarik dari salah satu balcony, dan ruangan makan malam nan formal di bagi menjadi 10 bagian sangatlah ideal untuk makan malam yang romantis di tempat yang private. Area tempat duduk yang hangat dan menyenangkan yang memungkinkan tamutamu untuk melihat DC Downton yang menarik dari salah satu balkoni, dan ruang makan yang terpisah untuk 10 teman untuk tempat makan malam yang bersifat pribadi dan mewah. Area tempat duduk yang hangat & menyenangkan yang memungkinan tamutamu untk melihat DC Downtown yang menarik dari salah satu balkoni. Dan ruang makan yang terpisah utk 10 orang teman akrab, utk mengadakan pesta sederhana. This one-of-a-kind hotel suite also features a daytime sitting room, kitchen and study, as well as a guest powder room. Salah satu tipe ruangan di hotel ini juga dilengkapi dengan ruang bersantai di siang hari, dapur, ruang belajar, dan toilet. Satu dari sekian banyak kamr hotel juga menyediakan sebuah tempat santai saat siang hari, dapur dan ruang belajar, juga sebuah ruang rias untuk pengunjung. Kamar ini juga dilengkapi ruang tamu , dapur, dan ruang kerja. Hotel ini juga menyediakan tempat duduk untuk sehari-hari, dapur dan tempat belajar yang sangat baik untuk ruangan tamu. Salah satu hotel mewah yang juga menyediakan tempat duduk bersantai di siang hari, dapur dan tempat kerja, dan toilet yang cukup baik untuk tamu. Salah satu hotel mewah yg juga menyediakan tempat duduk bersantai di siang hari. Dapur & tempat kerja serta toilet yg cukup baik utk tamu.


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ST/S6

TT/S6/EL1

TT/S6/EL2

TT/S6/EL3

TT/S6/HP1

TT/S6/HP2 TT/S6/HP3


ST/S7

All suites offer an entry foyer and unique décor inspired by Jefferson‟s loves, such as wine, music, books and horticulture, with original historic period artwork to compliment the individual motif.

TT/S7/EL1

Seluruh kamar hotel juga dilengkapi dengan serambi dan dekorasi yang unik yangmana terinspirasi oleh segala sesuatu yang disukai Jefferson, seperti halnya anggur, musik, buku, dan tumbuhan dengan karya seni pada period yang sesungguhnya untuk mendapatkan motif tersendiri. Semua kamar menawarkan sebuah lobi dan dekorasi unik terinspirasi dari cinta Jefferson, seperti pada minuman anggur, musik, buku-buku dan holtikultura, dengan masa sejarah karya seni yang asli untuk melengkapi tema tersendiri. Semua kamar menawarkan jalan masuk dan dekorasi unik berupa karya seni periode sejarah yang terinspirasi oleh kecintaan Jefferson pada anggur, music, buku , dan holtikultur. Semua ruangan menawarkan tempat tunggu yang hiasan yang unik terinspirasi dari kecintaan Jefferson seperti wine, musik, buku, dan buku berilmu perkebunan dengan keaslian periode sejarah seni lukis yang memiliki pujian dari individu. Semua ruang mewah mempersembahkan serambi dan dekor unik yang terinspirasi dari kesukaan Jefferson, seperti wine, music, buku dan beberapa ilmu perkebunan, dengan sejarah asli pada masa seni untuk motif tersendiri. Semua kamar mempersembahkan sebuah keunikan & kemewahan dekorasi yg terinspirasi dari kecintaan Jefferson, seperti anggur, music, buku dan peninggalan sejarah dg sejarah asli pekerja seni untuk memenuhi kebutuhan individual motif.

TT/S7/EL2

TT/S7/EL3

TT/S7/HP1

TT/S7/HP2

TT/S7/HP3

TOURISM TEXT TRANSLATIONS BY ENGLISH LETTERS AND HOSPITALITY STUDENTS: THE INFLUENCE OF TRANSLATORS BACKGROUND KNOWLEDGE

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