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THE INTRODUCTION
the modern world. One aspect of English like other languages is translation. Even-
though translation is very difficult to do, it is still done because of its importance for
human beings whose mother tongue are not English. Without translation, the
information, technology and so forth can be transferred into the target language.
the other four basic skills (listening, speaking, reading, writing) as it is stated by Ross
advanced level: in the advanced or final stage of language teaching, translation from
L1 to L2 and L2 to L1 is recognized as the fifth skill and the most important social
The first traces of translation date from 300 BC during the Egyptian Old
Kingdom, in the area of the first Cataract, Elephantine, where inscriptions in two
languages have been found. It is said that the twentieth century has been called the
mainly a one way means of communication between prominent men of letter and, to
a lesser degree, philosophers and scientists and their educated readers abroad
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written message and/or statement in one language by the same message and/or
statement in another language. Translation theory attempts to give some insight into
the relation between thought, meaning and language; the universal, cultural and
interpretation of texts that may be classified and even supplemented by the way of
only from practice, and should not be offered without examples of originals and their
translation.
translation theory. A translator requires knowledge of literary and non literary textual
criticism (Newmark, 1988:5). It is not surprising, therefore, that for centuries the
debate over translation has centered on the questions whether any translation can
give an adequate rendering of the form and content of the original text. Since the
were mostly discussed and described in terms of stylistics, namely, how to be “true”
The writer’s experience shows that many teachers teach translation by asking
the students to look up their dictionary or sometimes they directly translate the words
into the target language, for example, Indonesian. However, in this research, the
1. How effective does the picture help the students of MTsS Simpang Mulieng
1. To see how effective the picture helps the students of MTsS Simpang
1. By using picture, the students are easily to translate English noun into
Indonesia.
2. By using picture, the students are easily able to translate English noun.
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1.5 The Scope of the Research
The writer tries to teach the second year students of MTsS Simpang Mulieng by
using pictures as teaching media. The pictures which are used by the teacher will
To make this thesis systematically, the writer organized it into four chapters.
Chapter I is the introduction part including the background of study, the problems of
study, the purpose of study, the hypothesis of study, the scope of study, and the
organization of study. Chapter II deals with the review of the related review on
translation and pictures. Chapter III deals with the data collections and analysis
including research design, the location and situation of the research, the population
and sample, procedure of data collection, analysis of data collection, the calculation
of the data, the study outcome and discussion. And the last chapter gives some
LITERATURE OVERVIEW
Translation is one of the skills that should be learned and developed by the
students, but in reality they still have the same problems in learning it. It is because
translation involves two languages, source language and target language. In other
words, it can be said that translation requires a transfer from English to Indonesian
to replace a written message and/or statement in one language by the same message
vocational skill and the use of translation in the teaching situation as an aid to
language learning. The need for some translation in language learning is usually
the other four basic skills (listening, speaking, reading, writing): “Translation holds a
the fifth skill and the most important social skill since it promotes communication
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and understanding between strangers” (Ross 2000:45). Therefore no matter how
good the students are at comprehending authentic reading or listening materials, the
majority keeps mentally translating from L2 into L1 and vice versa. This fact makes
classrooms.
(2001:33), a principal cause of this L1 use is provoked by the activity, i.e. if students
L1 use by particular students may well have to do with differing learner styles and
abilities. “No one is in any doubt that students will use their L1 in class, whatever
transference of the content of a text from one language into another, bearing in mind
that we cannot always dissociate the content from the form”. Furthermore, Martin
(1978: vii) says that “Translation is to change into another language, retaining the
sense”. Each exercise involves some kind of loss of meaning, due to a number of
under-translation.
the widest possible range of texts or text categories. Further, it provides a framework
of principles, restricted rules and hints for translating text and criticizing translations,
out of context; in these areas, the theory demonstrates the possible translation
procedures and the various arguments for and against the use of one translation rather
than another in a particular context. Note that translation theory is concerned with
choices and decisions, not with the mechanics of either the source language or the
target language. When we gives a lists of words that are grammatically singular in
one language and plural in another, we may be helping the student to translate, we
theory.
Lastly, translation theory attempts to give some insights into the relation
between thought, meaning and language; the universal, cultural and individual
useful, to assist the individual translator both by stimulating him to write better and
1988:19). Assumptions and propositions about translation normally arise only from
practice, and should not be offered without examples of originals and their
translations. As with much literature, the examples are often more interesting thanthe
thesis itself. Further, the translation theory alternates between the smallest detail, the
significance (translation) of dashes and hyphen, and the most abstract themes, the
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symbolic power of a metaphor or the interpretation of a multivalent myth.
field attracted by the opposing forces of the two cultures and the norms of two
languages, the idiosyncrasies of one writer (who may infringe all the norms of his
own language), and the different requirements of its readers, the prejudices of a
translator who may be possibly of its publisher. Further, the text is the mercy of a
resourcefulness, flexibility, elegance, and sensitivity in the use of his own language,
which may save him from failing in two other respects: knowledge of the text’s
Let us look first at the practical problems. The translator’s first task is to
understand the text, often to analyze, or at least make some generalizations about his
translation theory to suggest some criteria and priorities for this analysis.
innocence.
Next, the intention of the translator is trying to ensure that the translation has
the same emotional and persuasive charge of the original, and affects the reader in
The first traces of translation date from 300 BC, during the Egyptian Old
Kingdom, in the area of the First Cataract, Elephantine, where inscription in two
languages have been found. It became a significant factor in the West in 300 BC,
when the Romans took over wholesale many elements of Greek culture, including
the whole religious apparatus. In the twelfth century, the West came into contact with
Islam in Moorish Spain, The situation favored he two essential conditions for large
“reproduction”. Whereas in the nineteenth century translation was mainly a one way
philosophers and scientists and their educated readers abroad., whilst trade was
organization are now translated for all interested parties, whether or not the
since he has to assess the quality of a text before he decides how to interpret and
translate it. All kinds of false distinctions have been made between literary and
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technical translation. Translation is a craft consisting in the attempt to replace a
written message and/or statement in one language by the same message and/or
1) defines “translation as the transference of the content of a text from one language
into another, bearing in mind that we cannot always dissociate the content from the
another language, retaining the sense”. Each exercise involves some kind of loss of
argument based on the claim of each language. The basic loss is on a continuum
generalization).
literally or freely. Furthermore, Newmark (1988: 45-47) suggests that there are some
types of translation method which can be used for teaching and learning activity.
1. Word-for-word Translation
This method is often demonstrated with the target language (TL) immediately
below the source language (SL) word. The SL word order is preserved and the
2. Literal Translation
It is the ‘freest’ form of translation. It is used mainly for plays (comedies) and
4. Free Translation
It reproduces the matter without the manner or the context without the form of
5. Idiomatic Translation
It reproduces the message of the original, but tends to distort nuances of meaning
6. Communicative Translation
It tries to render the exact contextual meaning of the original in such way that
both content and language are accepted and comprehended by the reader.
point to the central problem in all types: that while messages may serve as adequate
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interpretations of code units or messages, there is ordinarily no full equivalence
through translation. Even apparent synonymy does not yield equivalence, and
code units in order to fully interpret the meaning of a single unit. Hence a dictionary
synonym for conveyance but in neither case can there be said to be complete
enterprise is far too vast to be covered adequately in a single book, let alone in a
single chapter. What can be done in the time and space allowed here is to look at the
way in which certain basic lines of approach to translation have emerged at different
periods of European and American culture and to consider how the role and function
of translation has varied. So, for example, the distinction between word for word and
sense for sense translation, established within the Roman system, has continued to be
a point for debate in one way or another right up to the present, while the
relationship between translation and emergent nationalism can shed light on the
changing concepts of the role of the individual in the social context. It cannot be
emphasized too strongly that the study of translation, especially in its diachronic
aspect, is a vital part of literary and cultural history. Susan Bassnett (2002:47)
2.4 Language and Culture
to accept that although translation has a central core of linguistic activity, it belongs
most properly to semiotics, the science that studies sign systems or structures, sign
processes and sign functions. Beyond the notion stressed by the narrowly linguistic
approach, that translation involves the transfer of ‘meaning’ contained in one set of
language signs into another set of language signs through competent use of the
dictionary and grammar, the process involves a whole set of extra-linguistic criteria
also. Edward Sapir claims that ‘language is a guide to social reality’ and that human
beings are at the mercy of the language that has become the medium of expression
for their society. Experience, he asserts, is largely determined by the language habits
of the community, and each separate structure represents a separate reality: No two
social reality. The worlds in which different societies live are distinct worlds, not
merely the same world with different labels attached. Sapir’s thesis, endorsed later
by Benjamin Lee Whorf, is related to the more recent view advanced by the Soviet
fact that they are derived from the primary modelling system of language, and
declares as firmly as Sapir or Whorf that ‘No language can exist unless it is steeped
in the context of culture; and no culture can exist which does not have at its center,
the structure of natural language. Language, then, is the heart within the body of
culture, and it is the interaction between the two that results in the continuation of
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life-energy. In the same way that the surgeon, operating on the heart, cannot neglect
the body that surrounds it, so the translator treats the text in isolation from the culture
The verb is the most important word in the sentence. The word verb is derived from
the Latin word verbum which means word. The verb is the word which gives life and
purposes to the sentence and without a verb the group of words cannot be a complete
sentence (Callihan, E.L., 1979: 30). Even a single can be a sentence if it is a verb
with an understood subject, as in the command: Stop! The subject you is understood:
You stop.
A verb is a word that denotes action, being, or a state of being. Most verbs are
action verbs, but many verbs merely assert being or a state being. There are three
must have not only a predicate but also a subject, and the subject is a noun or a
pronoun or an equivalent. Most subjects in writing are nouns. Nouns are names of
persons, animals, things, places, ideas, etc. Any word used as a name is a noun.
There are four kinds of nouns: Common nouns, proper nouns, abstract nouns, and
collective nouns.
Common nouns are the ordinary names of common objects, human being,
animals, places etc. For instance: bed, man, cat, town. Proper nouns are the names of
particular person, places and things. Proper nouns are always capitalized. For
example: Robert, Al Qur’an, Toba lake. Abstract nouns are the names of conditions
and qualities, like: sadness, beauty, speed, bravery, redness etc. Collective nouns are
the names of collections or groups of persons, animals, and things. We must be able
to recognize collective nouns to avoid making errors in subject verb agreement. For
Pronouns are words that are used in place of nouns. A pronoun designates a
person, a place, or a thing without naming it. The prefix pro means “for”; so pronoun
means “for a noun”. There are six classes of pronouns: personal pronouns,
that shows by its form whether it denotes the speaker (first person), the person or
thing spoken to (second person) or persons or things spoken of (third person). The
demonstrative pronouns point out: this and that (singular), these and those (plural).
Indefinite pronouns point out vaguely and indefinitely, and they cause grammatical
trouble. The most common indefinite pronouns are: one, someone, anyone, both,
many all, none, some etc. The distributive pronouns separate groups into individuals.
There are only three distributive pronouns, and they are always singular like: each,
either, neither etc. Interrogative pronouns are used in asking question, either direct or
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The interrogative pronouns are who, whose, whom, which, and what, and
they are singular or plural according to the meaning of the sentence. The most
common errors are made in using who and whom and in confusing the possessive
whose with who’s (who is). Relative pronouns connect (relate) a dependent clause to
Who and whom both introduce a dependent clause and refer to the antecedent
man in the independent clause. In the first sentence who is the subject of verb must
run in the dependent. In the second sentence whom is the direct object of the verb
must nominate in the dependent clause. The most common relative pronouns are:
who, whom, whose, which, and that. Who in its different forms is used to refer to
Adjectives are words that modify nouns and pronouns. Adjectives either
describe or limit the meaning of the words they modify. The use of adjectives
enables the writer to express conceptions that nouns alone do not convey. The two
classes of adjectives are descriptive adjective and limiting adjectives. The descriptive
adjectives describe the nouns they modify. The limiting adjectives limit the meaning
of the words they modify like “its was five miles to the center of the town”.
Adverbs are words that modify verbs, adjective or adverbs. Adverbs may be
(yesterday, today) and adverbs of frequency (always, often, seldom, never etc),
adverbs of place (east, north, etc.).
purposes in the sentences: (1) it relates a noun or pronouns (the object) to another
word in the clause or sentence; (2) It shows what relation exists between the two
words. Pre positions can classified into simple and compound. Simple preposition are
single words, like: at, from, by, for, in, on etc. Compound preposition contains more
than one word such as: according to, in front of, because of etc.
Conjunctions are words that connect (join) two words or two phrases or two
clauses of equal rank, or that join a dependent (subordinate) clause to a word in the
enumeration, contrast, choice or inference. For example: and, or, but etc.
performed, between any pair of languages or dialects, related or unrelated and with
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1) Full translation versus partial Translation
a clause, etc. It may also be a fragment not co-extensive with any formal literary or
linguistic unit. In a full translation, the entire text is submitted to the translation
process: That is, every part or parts of source language text is replaced by target
language text material. In a partial translation, some part or parts of the source
language text are left untranslated: they are simply transferred to and incorporated in
the target language text. In literary translation it is not uncommon for some source
language lexical items to be treated in this way, either because they are regarded as
‘untranslatable’ or for the deliberate purpose of introducing ‘local colour’ into the
target language text. This process of transferring source language lexical items into a
target language text is more complex than appears at first sight, and it is only
appropriately true to say that they remain ‘untranslated’. The distinction between full
and partial translation is hardly a technical one. It is dealt with here, however, since it
is important to use the distinct term partial in this semi technical, syntagmatic, sense,
reserving the term restricted for use in the linguistically technical sense.
total translation we mean what is most usually meant by translation; that is,
translation in which all levels of the source language (SL) text are replaced by target
language (II) material. Strictly speaking, total translation is a misleading term, since,
In total translation source language grammar and lexis are replaced by equivalent
target language Grammar and lexis. This replacement entails the replacement of
is no translation, in our sense, at that level. For use as a technical term, total
translation may best be defined as replacement of source language grammar and lexis
material by equivalent target language textual material, at only one level’. That is
restricted to the inter level of context but not entailing translation at the grammatical
or lexical levels. I other words, there is no way in which we can replace source
encapsulation, so to say, in formal linguistic units that contextual units exist. Context
is, in fact, the organization of situation substance into units which are co-extensive
with and operationally inseparable from the formal units of grammar and lexis. With
the medium levels the situation is different. Phonology, for instance, is the
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organization of phonic substance into units which, in combination, functions as
exponents of the units of grammar and lexis; phonological units, as such, are not
bound to grammatical or lexical units in the way in which contextual units are bound
equivalent target language phonology, but there are no other replacements except
translation. For example, an English plural, such as cats, may come out as apparently
consonant cluster.
mimics who assumes foreign or regional accent, though seldom in a self conscious or
general theory of translation because they help to throw light on the conditions of
translation equivalence, and hence on the more complex process of total translation.
grammar, but with no replacement of lexis, and replacement of source language lexis
the close interrelations between grammar and lexis and the tendency for exponents of
analysis of the integration of theory and practice in courses must be done by a review
about what individual translation teachers want to teach their students. It goes
without saying that reality calls for adjustments, but the intention is still there.
which there were no explanations and only traps, much current literature suggests
would argue that looking into the parallelisms of theories and didactics is a revealing
exercise, and I shall therefore devote the following, brief section to it. But before we
illustrate rather than attempt to be exhaustive: I will not review every single theory
and every single teaching method under the sun. I will only provide some examples
to support my contention that there is a strong connection between theory and the
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methods in translator training. Secondly, I am fully aware that the account that
more complex, so I use the categories only for the sake of clarity. Nevertheless, the
picture which emerges will suffice to bolster my claim that today’s translation
teaching methods and theories go hand in hand and that there are convincing or
Anonim (http://owl.english.purdue.edu/handouts/general/gl_prgph.html,
afigure a model.
that which, by its likeness, brings vividly to mind some other thing; as, a
child is the picture of his father; the man is the picture of grief.
Anonim (2007e) states there are eight features of pictures criteria namely:
a. It is of high quality.
preferred.
free license.
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2.9 The Advantages of Using Picture
Picture are considered to be one of the most helpful and powerful types of
learning process, pictures are media that have many advantages for teacher and
“Young and old, dull and bright like pictures; their appeal is universal.
children become acquainted with them long before they start to school, and
adult continue to ”look at” pictures long after they have completed formal
schooling, in fact as long as they live. Pictures are among the cheapest and
most readily available of all learning materials. Many of them are free.
Teachers and students gather pictures from magazines, newspapers,
advertisements, pamphlets, poster, circulars, and an endless of sources”.
availability, flexibility, and motivating. First low-cost availability means that the
teacher can find many pictures around them. The pictures are not only in black or in
Second flexibility means that pictures are good aids to be used for either
Therefore , teacher should select pictures that can arouse students emotion or can
Thesis
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By
NAMA : MURLINA
Nim 031300379
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