A STUDY ON TEACHING TECHNIQUES USED IN TRANSLATION 1 AT
ENGLISH DEPARTMENT IN UNIVERSITY OF MUHAMMADIYAH MALANG
PRASETYONO HERDIANTO
English Department Faculty of Teacher Training and Education University of Muhammadiyah Malang
Abstract
Translation is a pivotal subject which needs to be mastered by students. It is a complex
subject because the students are to have deeper insight in both target language and source language. The writer derives three purposes from this study which comprise as follows: 1) to find out the teaching techniques used in Translation I course, 2) to describe the implementations of teaching techniques used in Translation I course, 3) to find out the reasons of using teaching techniques in Translation I course Linked to the purposes above, the writer employed descriptive qualitative research design. The subject of this study was the translation I lecturer at English Department in University of Muhammadiyah Malang. In this study, the instruments used by the writer were observation and interview. Based on the data analysis, there were eight techniques used in Translation I course. They were lecturing, small group work or group discussion, presentation, question and answer, result battle, group performance, peer editing or correction, and singing aloud. The lecturer implemented those teaching techniques by alternating the techniques in every meeting. The main reason of using those techniques was the correlation with the topics. Lecturing was applied to assist the student by delivering or explaining the materials. Small group work/group discussion was implemented to drag the students into the actual working atmosphere of translation field and to break the teacher center. In line with small group work/discussion, peer editing or correction had same reason as well. Presentation, question and answer, and result battle were used to facilitate the students unveiling their translation final product/work. Those techniques helped the students to gain more feedback for improving their work. Moreover, the reason of using group performance and singing aloud were to avoid the students boredom. In a nutshell, the lecturer employed the teaching techniques satisfactorily, but it still needed some enhancement for the betterment.
INTRODUCTION purposes to enlarge the students Language is what the members of a knowledge of translation theories, concept particular society speak. When two or and also provide several additional more people communicate with each other techniques which must be acquired for in speech, we can call the system of being translators or interpreters. communication that they employ a code. Commonly, Translation is believed In most cases, that code will be something to be complex or difficult subject to be we may also want to call a language learned by the students of English (Wardhaugh, 2006). Language is a mean Department. Based on students opinion of communication. It has an essential role who have joined this subject, translation is for people around the world because also a boring subject to adhere because language can be a tool to gain information there are several theories which need and knowledge from every part of world. understanding and attention. The students As Sapir (in Bassnett, 2002) claims that not only translate the source language or language is a guide to social reality and text but also have to understand the deep that human beings are at the mercy of the meaning and catch the message from language that has become the medium of source language or text. As Nida (2006) expression for their society. Hence, it is a said, skilled translators must have a necessary thing for human life because special capacity for sensing the closest human is a social beings that needs a help natural equivalence of a text, whether oral from the others. or written. It means that the translators English as an international have to be able to make the target text language has a vital role in this era. It is understandable by the readers. The needed to gain knowledge and information students need to do it because to be across the world. English nowadays is translators the students have to pay taught in every education level in attention on every language. As Nida (in Indonesia. In university level, the students Venuti, 2000) states that since no two will be taught English in specific way. One languages are identical, either in the of the subjects that university students meanings given to corresponding symbols learn is translation subject. This subject or in the ways in which such symbols are will allow them to know and understand arranged in phrases and sentences, it how to translate from source language into stands to reason that there can be no target language. In addition, translation is absolute correspondence between aimed to train its students to be competent languages. This theory is supported by translators and interpreters. Bassnett (2002), no two languages are In English Department of ever sufficiently similar to be considered University of Muhammadiyah Malang, as representing the same social reality. translation is one of the three elective The worlds in which different societies subjects which can be chosen by the live are distinct worlds, not merely the students. It is clustered with EYL (English same world with different labels attached. for Young Learner) and BE (Business Based on a fact above, every language is English). English Department serves the different and has their characteristics. introduction of translation studies at the However, it has to be learned by the fifth semester. It is intended to equip students because translation is a means of students with understanding of translation communication. It is an intercultural theories and concepts and skills in verbal activity (Lvovskaya, 2000: 28) translating from English into Indonesian. which is needed when there is a After passing Introduction of Translation, communication gap between an author of the next stage is Translation I which is the source language text and readers of the taught in the sixth semester. This stage has target language text. The difficulty of translation can be knows the good procedures and techniques seen from students difficulties in learning to deliver the materials in teaching translation subject. The students are translation. Schaffner and Adab (in frequently influenced by apprehension to Nababan, 2006) say that translating is a create mistake in understanding and complex activity. Hence, the lecturer translating the source text, acquiring the must have a lot of teaching experiences, vocabulary, choosing the theories and knowledge and capability to implement inability to make a good translation. In appropriate methods and techniques for the translating, students should highlight on students proficiency needs. the translation perfectly because the In order to get successful in translator does not know who will read his teaching, techniques are badly needed by translation and the translator will not able the teacher. It can be a teacher assistance to know the readers education background to deliver knowledge to students and it can whether they are in same, lower or higher enlarge students ability. Based on Brown level. Accordingly, the translators have to (2000), techniques are any of wide construct their translation in form which is variety of exercise, activities, or devices easy to understand and it does not sound used in the language classroom for foreign. realizing lesson objectives. By using Those difficulties are not only technique, the teacher can reach the goal experienced by the students, but also the of teaching and learning because there are teachers or lecturers. In this case, they find several ways which will help the teacher to themselves incapable to apply suitable solve the problems in realizing teaching teaching techniques for his exacting and learning purposes. Therefore, teacher students level. In translation class, the and technique cannot be separated each lecturer has to be a facilitator or a guide other because both of them affect the who accompanies the students and also teaching and learning target. The teacher gives contribution about how to use the must discover the appropriate technique to theories of translation and how to create a build students interest in learning good translation. translation, as it is stated by Cahyono (in Based on the writers experience Indahyati, 2008) that the use of the that has joined translation class taught by appropriate technique in teaching will different lectures, the writer can find the make the students are motivated in importance of using techniques in teaching learning. Nevertheless, the teacher has to translation subject. The writer had joined find and use the appropriate technique in introduction to translation studies when he teaching translation. was in fifth semester taught by the lecturer Due to the fact that Translation is that did not use appropriate techniques. It significant, there are some studies which made the students feel bored at the related to Translation. One of them was moment when joining the translation class conducted by Clavijo and Marin (2013) and the students got difficulties to from Universidad EAN School of understand the theories for creating a good humanities and social science Bogota, translation. It did not only happen to the Colombia which is entitled Identifying writer but also the other students, it was Translation Teaching Strategies: An known since the writer made decision to Exploratory Study. This study focuses on retake the course with different lecturers at teaching strategies which can develop seventh semester. There were some senior translators competencies. In this research, students who retook whereas they had the result of this study is the use of passed the course. The writer himself can teaching strategies following the socio- learn that translation class is not too constructivist approach. Teaching strategy difficult and boring to learn if the lecturer is also needed in teaching since it has a same role with teaching technique in order Problems of Study to create a successful teaching. 1) What are the teaching techniques Another study was conducted by used in teaching Translation I Guan (2013) from Dalian University of course at English department in Technology, China which is entitled A University of Muhammadiyah Study on Flow Theory and Teaching Malang? Translation in Chinas EFL class. In this 2) How does the lecturer implement research, the study uncovers that the the teaching techniques in teaching teacher must choose the proper task which Translation I course at English the students have strong interest in and the department in University of well-designed task can encourage the Muhammadiyah Malang? students motivation. Furthermore, this 3) Why does the lecturer use the study reveals that the flow will teaching techniques in teaching significantly improve the students Translation I course at English learning intrinsic motivation and overall department in University of level. Muhammadiyah Malang? Based on the study of Amin (2008) which is entitled A Study on the Purpose of Study Linguistics Problems faced by the 1) To find out the teaching techniques translation students of English department used in teaching Translation I at University of Muhammadiyah Malang, course at English department at it was found that the students had many University of Muhammadiyah problems in learning translation such as Malang. when the students translate complex 2) To describe the implementation of subjects, separated verbs, separation teaching techniques in teaching between verbs and objects, complex Translation I course at English objects, complex adverbs, compound- department at University of complex sentences, idioms, clippings, and Muhammadiyah Malang. acronyms. Considering to the research 3) To find out the reasons of using the above, the students problems in teaching techniques in teaching translation include grammar and idiomatic Translation I course at English expression. department at University of According to some studies above, Muhammadiyah Malang. it can be concluded that the difficulties of translation have to be overcome to make Scope and Limitation students easier in learning translation. Considering the identification of Moreover, the teaching method, technique problem, the research focuses on the and strategy are obviously needed to help teaching technique of Translation. The the teacher to get successful in teaching limitation of this study concerns only on learning process. Translation I class at English department Based on the explanation above, at University of Muhammadiyah Malang. translation is pivotal to be taught to English learners and the teacher has to be Significance of Study able to choose the appropriate way to teach The result of this study is expected translation. Realizing that, the writer to be able to give some contributions for conducted the research which is entitled lecturers, students, and other researchers. A Study on Teaching Techniques used in It is expected to have both theoretical and Translation I course at English Department practical value for other lecturer in in University of Muhammadiyah Malang. teaching English subjects which have more difficulties than the other subjects, especially in translation. Theoretically, it with method. It means that the technique is can be lecturers references in order to the action of the methods. teach translation to students. Direct Method Moreover, this study is expected to Direct Method is not new as with be able to give additional information Grammar-Translation Method. It was about an analysis of teaching techniques revived as a method when the goal of especially teaching techniques used in instruction is learning how to use a foreign translation for other researchers. It is also language to communicate (Larsen- expected to be a source of their research. Freeman, 2004). Direct method is a The other researchers who are interested in popular method in preparing students to doing research about the teaching use the target language communicatively. techniques used in translation or other It has one very basic role: No translation is subjects can use this study as a reference. allowed. Based on the theory above, the Definition of Key Terms purpose of direct method is to make students can speak or write in target Teaching technique: Techniques of language for communication. The teacher teaching are the day to day activities which has a role as students partner in this the teacher may design for a particular method. According to Larsen-Freeman lesson (Dhand, 2008). (2004), there are some techniques Translation: Translation is the frequently used by the teachers, for replacement of the textual material in one instance: language (the source language/ SL) by a. Reading aloud equivalent textual material in another Students catch the turns reading language (the target language/ TL) sections of a passage, play, or dialog (Catford in Hartono, 2009). In this study out loud. It can be shifted into other translation is a subject which is taught in 3 activities which based on the needs. semesters in English department at For instance, it can be singing aloud University of Muhammadiyah Malang. when the students are to sing aloud for Technique: Technique is any of wide the action. variety of exercise, activities, or devices b. Question and answer exercise used in the language classroom for This exercise is conducted only in the realizing lesson objectives (Brown, target language. Students are asked 2000:16). questions and answer in full sentences so that they practice new words and REVIEW OF RELATED grammatical structures. They have the LITERATURE chance to raise questions as well as respond them. Teaching Methods and Techniques c. Getting students to self-correct Method is one of essential The teacher of this class has the constituents in teaching learning process. students self-correct by asking them to According to Richard and Rodgers (2001), make a choice between what they said Method is the level at which theory is put and an alternative answer he supplied. into practice and at which choices are d. Conversation practice made about the particular skills to be The teacher asks students a number of taught, the content to be taught, and the questions in the target language, which other in which the content will be the students have to understand to be presented. Technique is also an important able to answer correctly. thing which has to be implemented in e. Fill-in-the-blank exercise teaching learning process. It is engaged This technique has already been a. Sound-color chart discussed in the Grammar-Translation The chart contains blocks of color, Method, but differs in its application in each one representing a sound in the the Direct Method. All the items are in target language. The teacher and later the target language; furthermore, no the students, points to blocks of color explicit grammar rule would be on the chart to form syllables, words, applied. and even sentences. In this way the f. Dictation teacher can introduce the stress pattern The teacher reads the passage three for the word. The chart allows students times. The first time the teacher reads to produce sound combinations in the it at a normal speed, while the students target language without doing so just listen. The second time he reads through repetition. the passage phrase by phrase, pausing b. Teachers silence long enough to allow students to write The teacher offer just as much help as down what they have heard. The last is needed and the teacher will be silent. time the teacher again reads at a c. Peer correction normal speed, and students check their The students are encouraged to assist work. each other when they are experiencing g. Map drawing difficulty. The class includes one example of a d. Rods technique used to give students Rods can be used to provide visible listening comprehension practice. The action or situations for any language students are given a map with the structure. Rods allow students to be geographical features unnamed. creative and imaginative. h. Paragraph writing e. Word chart The teacher in this class asks the The teacher and later the students, students to write a paragraph in their points to words on the wall charts in a own word s on the major geographical sequence so that they can read aloud features of the United States. They can the sentences they have spoken. have done this from memory, or they f. Structured feedback can have used the reading passage in Students are invited to make an the lesson as a model. observation about the days lesson and The Silent Way what they have learned. The teacher The Silent Way is used to make the accepts the students comment in a non students able to express their idea, insight, defensive manner, hearing things that and emotion. This methods goal is the will help give him direction for where students can absolutely rely on themselves. he would work when the class meets Larsen and Freeman (2004) explain that again. this methods characteristics are: 1) the Desuggestopedia teacher set up the situation that focus on Desuggestopedia is the application students attention on the structures of of the study of suggestion to pedagogy, language; 2) the situations provide a has been developed to help students vehicle for the students perceive the eliminate the feeling they cannot be meaning ; 3) the teacher asks the students successful or the negative association they to describe their reaction what they have have toward studying and to help them learned. The teachers role is to create the overcome the barriers to learning (Larsen environment which encourages the & Freeman, 2004). Celce-Murcia (1991) students to be more active. According to calls this method an affective-humanistic, Larsen and Freeman (2004), the Silent an approach in which there is respect for Way has several techniques, such as: students feeling. In the past, it was called suggestopedia and now it is called grammatical points which arise in it, desuggestopedia to reflect the importance the teacher reads in the target language placed on desuggesting limitations on which the students have had the copies learning (Lozanov and Miller, in Larsen- of the dialog in both target language Freeman, 2004). and their native language. The teacher The teachers role is as a leader in initiates read in a slow, dramatic the classroom. The teacher is supposed to reading which is synchronized with the active. He or she creates the condition in classical music. In the second phase, the class to be more comfortable (Larsen- the students are asked to put their Freeman, 2004).There are some techniques scripts aside and they simply listen to mentioned in Larsen-Freeman (2004), such the teacher who reads at normal speed as: with musical accompaniment. The a. Classroom set-up content governs the manner the teacher This is the teachers challenge to create reads the scripts, not the music, which cheerful and bright classroom is Classical or Boroque. environment. h. Primary activation b. Peripheral learning This is the component of the active It is based upon idea we perceive much phase of the lesson. The target more in environment than that to language dialog is reread by the which we consciously attend. students loudly, as individuals or in c. Positive suggestion groups in particular manner. The teachers responsibility is to i. Creative adaptation orchestrate the suggestive factors in a The students engage in various learning situation to help students activities designed to help them learn break down their barriers to learning. the new material and use it d. Choose a new identity spontaneously. Activities particularly The students choose the target recommended include singing, language name and a new occupation. dancing, dramatization and games. It means that the students are given the Community Language Learning opportunity to develop an entire This method is used to improve the biography about their fictional selves. students ability by their feelings, physical For example, they will be asked about reaction, and intelligence. According to their fictional hometown, family, Larsen-Freeman (2004), the goal of this childhood, and etc. method is the students can learn about e. Role play their own learning, take increasing Students are asked to pretend responsibility for it, and learn how to learn temporarily that they are someone else from one another. The teacher must and to perform in the target language recognize how threatening a new learning as their role. situation can be for adult learner as his or f. Lecturing her role. There are some techniques The teacher gives some presentation of typically used in this method as mentioned the materials to the students. by Larsen-Freeman (2004), such as: g. First concert (active) and second a. Tape Recording student conversation concert (passive) Through their native language, The two concerts are components of students are asked to have a the receptive phase of the lesson. After conversation. Then, the teacher gives the story has been introduced by the students the target language teacher as related in the dialog and the translation in appropriate- sized students have been asked to pay chunks. Each chunk is recorded and it attention to some particular gives to students. b. Transcription classroom and the students are as The teacher transcribes the students communicator. According to Larsen- tape- recorded target language Freeman (2004), there are a number of conversation. Each student is given the techniques generally used by the teachers, opportunity to translate his or her such as: utterances and the teacher write the a. Scrambled sentences native language equivalent beneath the The students are given a text which the target language. sentences are in scrambled order. c. Reflection on experience Then, they are told to unscramble the The teacher gives the students an sentences so that the sentences are opportunity to reflect on how they feel restored to their original order. about the learning experience, b. Language games themselves as learners, and their Games are used frequently in CLT. relationship with one another. The students find them enjoyable, and d. Reflective listening if games are suitably designed, it gives The students relax and listen to their students valuable communicative own voices speaking the target practice. language which has been recorded on c. Role play the tape. Role plays are very essential or e. Human computer important in CLT because they give The student chooses some part of the students an opportunity to practice transcript to practice pronouncing. The communicating in different social. teacher, following the students lead, d. Picture strip story replicates the word or phrase as often There are many activities can be done as student wants to practice it. The with picture strip stories. For instance, Students mispronunciation is not the student is given a strip story. The corrected by the teacher. Through the student shows the first story picture to teachers consistent manner of the other students and asks them to repeating, the student tries to imitate predict what the second picture will the teachers model. look like. f. Small group task e. Presentation/ student presentation There are several activities which can Students share their work in class and occur with the students working in the teacher has a role as facilitator to small group task. Small group task is guide or facilitate the students in doing used by the teacher who believes the the presentation. This technique is students can learn from each other and supported by the activity named open they can get more practice with the sharing among students by giving target language. It also gives the question or suggestion/result battle. opportunity for the students to get In this research, the researcher closer to others. attempts to use the theory by Larsen- Communicative Language Teaching Freeman as the main guidance. Communicative Language Teaching is used to assist students to RESEARCH METHOD develop their English skills not only grammatically but also communicatively. Research Design According to Larsen-Freeman (2004), the goal of this method is to enable the This study belongs to descriptive students use the target language (English) qualitative research since there is no for communication. The teachers role is manipulation on the variables, it merely as the facilitator of communication in the describes the data in the form of words. The original data comes from the Interview Translation I lecturer who is observed to This research used semi or partially figure out the teaching techniques used in structured interview because the researcher teaching Translation I. Therefore, it is prepared the list of question as interview indicated that the research design of this guide but he may ask an additional things study is qualitative research design. which still relates with the research. The interviewee is a lecturer who teaches Research Subject Translation I. Hence, in this research the researcher used audio recorder while The subject of this study is conducting the interview to avoid miss Translation I lecturer of English information if the researcher used note to Department at University of record the information. Muhammadiyah Malang. In point of fact, Data Collection there are four lecturers who teach In this research, the data are translation in University of collected from the result of observation in Muhammadiyah Malang. But, there is only translation I class in the form of one lecturer who teaches Translation I observation field notes and interview to course. Moreover, he is predominantly the lecturer of translation I class as the known as a good lecturer in teaching and subject. The data are about teaching he uncovers various ways in teaching. In a techniques. The procedures of collecting nutshell, the researcher decides to choose data are as follows: the researcher attends him as the subject of this study. twenty meetings in order to observe the Research Instrument implementation of the teaching techniques In this study, the researcher uses used in translation I class. Furthermore, some research instruments to collect the this research is emphasized by data those are the researcher himself, interviewing the lecturer to support the observation field notes and interview list. data of observation. Human as Instrument Data Analysis It is believed that only a human In this research, the researcher uses instrument is capable of this task. As the following steps to analyze the data are: instrument, the researcher can collect the 1. Rereading and confirming the data by talking with people in the setting, data from the observation and observing the activities, and also interview. interviewing the subject. 2. Analyzing the data which are Observation obtained from interview and In this research, the researcher observation. (the researcher conducted non-participant observation tries to match the data from because he does not participate in the those instrument, the data are teaching learning process. The researcher about teaching techniques that only observes the kinds of teaching used in Translation I course) techniques used in Translation I class. In 3. Selecting the important data observation, the researcher provides based on the aims of the himself with observation field notes to research. record the data about teaching technique 4. Drawing the conclusion. used in Translation I class because the most common method of recording the data collected during the observation is field notes. FINDINGS AND DISCUSSION there were students who had similar task. It is named result battle since they Research Findings were like battling their translation version to one another. In this chapter, the writer presents 6. Group performance the findings of this study with the data The students have to sing their work to analysis which has been done. The ensure that their song translation has findings will be further described below. an equivalent rhyme and rhythm with The teaching techniques used in the original song. In addition, this Translation I course at English technique is a developing of group Department in University of presentation technique. The different Muhammadiyah Malang. between group performance and group presentation is only in the way the There were eight techniques used students present their final work. by the lecturer in teaching Translation I 7. Peer editing or correction which was described below: The students exchange their work and 1. Lecturing do the correction on their friends In Translation I class, the lecturer did work. It facilitates the students to share the lecturing technique in pre-teaching their translation version to other while the lecturer was delivering the students. This technique was applied opening of the lesson, in whilst- by the lecturer when the translation teaching while students were working class touched the abstract translation on their assignment or their task and in topic. post-teaching while the lesson was 8. Singing aloud going to the end. The students need to sing loudly 2. Small group work/discussion because it can help the other students Small group discussion or group work easier to catch the way to sing the was used by the lecturer in some topics performers song translation. such as idiom, motion events and Accordingly, the song is able to be sound and rhythm. In translation class, sung jointly by all students. This this technique was applied in group of technique is the developing technique three. of reading aloud. The difference 3. Presentation between them is only in the action, In translation class, there were two singing and reading. Consequently, the type of presentation. Firstly, the name of the technique could be shifted presentation was done individually by into singing aloud technique. the student. Secondly, the presentation was a group presentation. The implementation of the teaching 4. Question and answer techniques used in Translation I course In translation class, the lecturer and the at English Department in University of students participated in giving question Muhammadiyah Malang to the other students who were doing The implementation of the teaching presentation. Furthermore, they could techniques will be described in detailed also help the students who presented below: their work to catch the answer up. 1. The implementation of lecturing 5. Result battle The lecturer was the center of the This technique was used when the students in front of the class to give the class had a presentation session. The explanation about the topic which was students could compare their result to going to be learnt at that day. The the presenter or other students because lecturer took ten until fifteen minutes for lecturing. After lecturing, the group that was doing presentation in lecturer went to the group order to stimulate the audiences to ask work/discussion. In whilst teaching, the question or to give a response to the lecturer walked around the class to the presentation. If there was a give more explanation about the question, there would be an answer. lesson. The lecturer came to every That sentence represented the activity group to check their work and also to in translation class because the answers solve students confusion by giving not only come up from the presenter some additional explanations. but also it could come up from the Sometimes, the lecturer combined it audiences which were also facilitated with some humors while explaining the or guided by the lecturer. Therefore, lesson. In post-teaching, the lecturer the class actively solved the problems was being a highlighter to review all in togetherness. classs activities. Accordingly, the 5. The implementation of result battle lecturing was employed in all phases Firstly, the presenter showed his/her of teaching. translation version. Secondly, the other 2. The implementation of small group students would give a response by work/discussion unveiling their translation version to First, the lecturer asked the students to have a comparison. Then, the lecturer build up a group of three. The students facilitated them to dig out the were allowed to choose their group appropriate version through the members by themselves. After having comparison of their translation version. a group of three, the lecturer 6. The implementation of group distributed the task to the students. In performance the group, the students had to create First of all, the lecturer explained the teamwork skills, for example, the next activity which would be faced by equality of dividing the task, the the students after doing a group work. deadline decision, and the group Second, the lecturer prepared the stuffs working schedule. such as speaker, laptop, and LCD 3. The implementation of presentation projector to support the next activity. In this section, all group members had Then, the students presented their a role to be a presenter. On the other group work in form of performance. In hand, there was an individual addition, the lecturer gave a freedom to presentation. It was served by the the students to set their performance. lecturer for witnessing the students For instance, the students could sing a individual work. Every student song like karaoke or they could present presented their work in front of the an acoustic performance. class, and there were some students 7. The implementation of peer who had to respond to the presentation editing/correction because they had similar task. First, the students were asked to Consequently, they could share their exchange their first translation version task or their translation version. The to other students. This technique was individual presentation was applied to done in pair. After editing and some topics. They were abstract correcting the first version, the pair translation, idiom, and legal document. was changed to other students. Then, 4. The implementation of question and the second version which was gotten answer from the first peer editing/correction In translation class, the lecturer was was corrected and edited by the other being the first person to give the students. Finally, the students got the question to the student or students final version of their translation and it 5. The reason of using result battle was ready to be presented. The result battle was used to support 8. The implementation of singing aloud the presentation, especially individual The students had to sing their song presentation. The students who had a translation loudly to catch the same task could share and compare audiences attention. As the result, the their work during the presentation. It audiences could understand the rhyme was intended to help students to gain and sing together. more ideas from the others for improving their translation product. 4.1.2 The reasons of using the teaching 6. The reason of using group techniques in Translation I course at performance English Department in University of The group performance was used Muhammadiyah Malang. because the audiences had to get the The writer unveiled the reasons of song translation perfectly. It means using those teaching technique briefly that the product not only focused on below: the target language but also the rhythm 1. The reason of using lecturing of the target language which had to The lecture had a role as facilitator have the same rhythm with the original who guided the students during song. In addition, this technique could teaching learning process. By using solve the boredom because the students lecturing, the lecturer could help could entertain the other students by students to understand the topic easier. their performance. 2. The reason of using small group 7. The reason of using peer work/discussion editing/correction This technique was intended to create Peer editing/correction was applied the students-centered activity. The because it was more student-centered. students could collaborate with others. The students could feel secure when It also imitated the real users in the they were correcting their friends work future because the students would rather than the feedback from the work in biro and biro was all about lecture because they could make a team. Consequently, students could flexible way of saying their friends improve their teamwork abilities and work was right or wrong. For example, feel the actual working atmosphere of what do you think about my translation field. translation? And they could say based 3. The reason of using presentation on my suggestion, your translation The presentation could improve the should have more innovation. They students confident in order to deliver also could bargain the ideas with their their words in front of people. It also friends. Furthermore, the students were had a role to give some suggestions to to feel the actual job of translation and the students translation product for translation biro because the one who betterment. would correct their translation was not 4. The reason of using question and the client, the client here means the answer lecturer who gave the assignment but It could make the discussion more within the group work. Consequently, active during the presentation. The peer editing could build up the feeling students also could acquire some of security during the learning, it was suggestion from the others in order to to imitate the actual working improve their translation product. It atmosphere of field and it was no could also increase the students longer teacher-centered and the critical thinking. lecturer only monitored the activity discovering more comprehensions about during peer editing/correction. the topic discussed. 8. The reason of using singing aloud Moreover, there were three other The combination of group performance techniques which were applied by the and singing aloud could also entertain lecturer as well. They were group the students because they would not performance, peer editing/correction, and feel that they were in class. They singing aloud. Those techniques were would feel that they were in caf or in rarely used by the teacher because those the concert. The class would be were specialized in one topic. Group enjoyable class. performance and singing aloud were used in sound and rhythm topic because it had a Discussion correlation with those techniques. Sound The lecturer started the lesson and rhythm topic provided the song using lecturing to deliver the materials to translation task. Then, the task was to be the students. The lecturer could explain the presented by performing and singing. The materials clearly by lecturing. In line with students became the performer and singer Blooms taxonomy, lecturing is to present their translation product. especially useful to convey knowledge. Singing aloud was a developing technique The small group work/discussion was of reading aloud. The different was only in implemented by the lecture because the the action, reading and singing. The last lecturer desired to improve the students technique was peer editing/correction/ it teamwork ability and the students could was applied in abstract translation topic. feel the actual working atmosphere of The purpose of applying this technique translation field. Consequently, they could was to secure students feeling and the learn from the other students. In line with students could help each others to unravel Larsen-Freeman (2002), the use of small the problems. They could share their ideas group task is intended to let the students to the others in a good manner. There was share their ideas and the small groups no student who said wrong or right like allow students to have a better way to get normally teacher said. They referred to know each other. Then, the lecturer saying what do you think? Or based on gave the chance to the students presenting my opinion to those words mentioned their final work. In the presentation, there above. In line with Larsen-Freeman were question and answer between the (2002), peer correction encourages presenter and the audience. The presenter students to help their friend when he or she not only got the question but also they got is experiencing complexity and it is the additional answer or opinions from the necessary that the students offer any help audiences. Accordingly, the students got in a cooperative manner, not competitive their high desirable to share and gain more one. As the result, this technique was able ideas. The statement above is supported by to assist students to solve their problems Larsen-Freeman (2002), the question and and it could create the students friendlier answer technique could facilitate the with one another. students learn the target language and they Nevertheless, the lecturer have the opportunity to raise the question employed the other things to sustain the as well as respond them. The question and teaching techniques which were applied in answer was also combined with result translation I course. In idiom topic, the battle, especially in individual presentation lecturer used well-designed tasks named or students presentation. Result battle Javenglish and Surtis letter. Javenglish sustained the question and answer was the bilingual written task which technique in order to assist the students consists of two languages, English and Javanese. The students were to rebuild the Javenglish into full English translation. because those techniques are available for The combination of those languages could more than one topic and those can be cheer students up in doing the translation alternated with other techniques. It means task. For example, This bengi, the that the technique can support one another mendung is gumandul on the sky and the technique. They are lecturing, small group gluduks sound jlegar jleger like mercon. work/discussion, presentation, question Then, Surtis letter was the letter which and answer, and result battle. On the other was written by surti presented to her hand, there are three techniques rarely boyfriend. Surtis boyfriend was a employed by the lecturer in teaching foreigner. Consequently, surti was to do translation. They are group performance, the translation and the translation was very peer editing/correction, and singing aloud. funny because she did word by word Those techniques were available used in translation from source language into one topic. Those are specialized target language without any grammatical techniques in teaching translation I course rules applied. It could be imagined that the because there are some developing target language sentences looked funny. techniques which are not recorded by For instance, saya telah memikirkan hal ini teaching techniques book such as result masak-masak was translated into I have battle, group performance, and singing think this very cook cook. In a nutshell, aloud. Therefore, those all techniques those tasks could avoid boredom in were useful to assist the students to master translation I course. The explanation above the lesson. is supported by the previous study which was conducted by Guan entitle A Study on Flow Theory and Translation Teaching in REFERENCES Chinas EFL class. Guans study revealed Amin, Muh. (2008). A Study on The the explanation of Flow theory, flow Linguistic Problems Faced by theory experience emerges from the well- Translation Students. Unpublished designed translation task and it will thesis. Malang: University of considerably develop the students English Muhammadiyah Malang. learning intrinsic enthusiasm or motivation, and overall level. Ary, Donald et.al. (2010). Introduction to Research in Education. USA: Wadsworth Thomson Learning. CONCLUSION Bassnett, Susan. (2002). Translation After analyzing the data from Studies (Third Edition). USA: previous chapter, the writer desires to Taylor & Francis e-library. witness the conclusion of this study satisfactorily. There are eight techniques Brown, HD. (2000). Teaching by which were mentioned, explained and Principles: An Interactive described briefly in Chapter IV. Those Approach to Language Pedagogy techniques are lecturing, small group (Second Edition). New York: work/discussion, presentation, group Pearson Education. performance, question and answer, result battle, peer editing/correction, and singing Brown, HD. (2007). Principles of aloud. Language Learning and Teaching There are two groups of techniques (Fifth Edition). New York: Pearson in translation I course. The techniques Education. which are frequently used and the techniques rarely used by the lecturer. The Clavijo, Bibiana and Patricia Marin. frequently used techniques were used (2013). Identifying Translation Teaching Strategies: An Language Teaching (Second Exploratory Study. International Edition). UK: Oxford University Journal of Humanities and Social press. Science. Vol. 3, No. 21; December 2013. Pp:71-78. McMillan, James H. (1992). Educational Research: Fundamental for The Creswell, John W. (2012). Educational Consumer. New York: Harper Research: Planning, Conducting, Collins Publisher. and Evaluating Quantitative and Qualitative Research. New York: Nababan, MR. (2006). Investigating Pearson Education. Declarative Knowledge of Professional Translators. Dhand, Harry. (2008). Techniques of Surakarta: UNS Teaching. New Delhi: A.P.H. Publishing Corporation. Richards, Jack C and Theodore S. Rodgers. (2001). Approaches and Fraenkel, Jack R., Norman E. Wallen., Methods in Language Teaching Helen H. Hyun. (2012). How to (Second Edition). UK: Cambridge Design and Evaluate Research in University press. Education: Eighth Edition. New York: McGraw-Hill Inc. Rudianto, Devid. (2008). Techniques of Teaching Speaking as The Guan, Xiaowei. (2013). A Study on Flow Extracurricular Program at SMKN Theory and Translation Teaching 2 Malang. Unpublished thesis. in Chinas EFL class. Journal of Malang: University of Language Teaching and Research, Muhammadiyah Malang. Volume 4, No. 4, July 2013. ISSN:1798-4769: 785-790. Sokolovsky, Yaroslav V. (2010). On the Linguistic Definition of Hartono, Rudi. (2009). Teori Translation. Journal of Siberian Penerjemahan (A Handbook for Federal University, Humanities & Translator). Semarang: Cipta Social Sciences. Vol. 2, No. 3, Prima Nusantara. 2010. Pp. 285-292. Indahyati, Frisdiana. (2008). The Tisgam, Khalida H. (2009). Is It Possible Techniques of Teaching Writing to To Teach Translation in the the Fifth Semester Students of Classroom?. Journal of College of University of Muhammadiyah Education for Women. Vol. 20, No. Malang. Unpublished thesis. 2, 2009. College of Education for Malang: University of Women-Baghdad University. Muhammadiyah Malang. Venuti, Lawrence. (2004). Translators Kothari, CR. (2004). Research Invisibility. New York: Taylor and Methodology: Methods and Francis e-library. Techniques (Second Revised Edition. New Delhi: New Age Wardaugh, Ronald. (2006). Introduction to International (P) Ltd. Sociolinguistic (Fifth Edition). UK: Blackwell publishing. Larsen-Freeman, Diane. (2004). Techniques and Principles in