a comparative study of non-medical and medical … fileii a comparative study of non-medical and...

ii

A COMPARATIVE STUDY OF NON-MEDICAL AND MEDICAL SCHOOL STUDENTS’ COMPETENCE IN

TRANSLATING MEDICAL TEXT

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

By

MELLY SUMANT CINTYANING AYU

Student Number: 124214037

ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

vii

for my dad


viii

ACKNOWLEDGEMENTS

I would like to express my gratitude to Pak Harris, my advisor who

helped me a lot in writing this thesis. Without his guidance, this thesis is nothing.

My gratitude also goes to Ma’am Wedho who gave a lot of suggestion so that my

thesis became far better.

For the ones that my eyes are hard on, Mama, Papa, Mas Peggy, and Mba

Selly. By their endless prayers and supports, this thesis can be finished. I wish my

Dad could read this as well.

Special thanks go to Caca, Julia, Stefi and Bovis for this fellowship. They

have been sister-brother from another blood, motivator, consultant, and comic

during these last four years.

Tetep and Ci Jennie are also the ones who contributed in this thesis

completion, especially Tetep who gave me permission to her student account.

I also express my gratitude to “Keluarga Tambakmas” and “Keluarga

Kotabaru” for their kindness and support so that I can be here.

Besides, my gratitude goes to participants and respondents who wanted

to be fussed: Mba Agnes, Alex, Qonitya, There, Bovis, Yanzher’s pal, Adhit’s pal,

Agatha, and Sr. Liza.

The last but not the least, I want to thank to Apik Salasa for his patience,

understanding, and presence so that my mood in writing this thesis is stable.

Melly Sumant Cintyaning Ayu


ix

TABLE OF CONTENTS

TITLE PAGE........................................................................................................... ii APPROVAL PAGE ................................................................................................ iii ACCEPTANCE PAGE ............................................................................................ iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ........ v STATEMENT OF ORIGINALITY.......................................................................... vi DEDICATION PAGE.............................................................................................vii ACKNOWLEDGEMENTS .................................................................................. viii TABLE OF CONTENTS ......................................................................................... ix LIST OF TABLES AND CHART ........................................................................... xi LIST OF ABBREVIATION ...................................................................................xii ABSTRACT ......................................................................................................... xiii ABSTRAK .............................................................................................................. xiv CHAPTER I: INTRODUCTION A.>Background of the Study ......................................................................... 1 B.>Problem Formulation ............................................................................... 4

C.>Objectives of the Study ............................................................................ 4 D.>Definition of Terms ................................................................................. 5

CHAPTER II: REVIEW OF LITERATURE A.>Review of Related Studies ....................................................................... 6 B.>Review of Related Theories ................................................................... 10 1. Theories of Translation ...................................................................... 10 2. Theories of Translation Competence .................................................. 11 3. Angelelli’s Translation Competence .................................................. 14 4. Angelelli’s Scoring Rubric ................................................................. 16 C.>Theoretical Framework .......................................................................... 21

CHAPTER III: METHODOLOGY A.>Areas of Research .................................................................................. 22 B.>Object of the Study ................................................................................ 22 B.>Method of the Study .............................................................................. 23 C.>Research Procedure ............................................................................... 23

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS A.iiThe Significant Differences of the Non-Medical And Medical School nn mn Students in Translating Medical Text...................................................... 30 B.mThe Translation Competence of Non-Medical And Medical School mmmmmiiStudents in Translating Medical Text Based On Angelelli’s Scoring mmmmmiiRubric .................................................................................................... 48

1.>Grammatical Competence Analysis .................................................. 50 2.>Textual Competence Analysis........................................................... 58


x

3.>Pragmatic Competence Analysis ......................................................... 64 4.>Strategic Competence Analysis........................................................... 71

CHAPTER V: CONCLUSION ............................................................................... 79

BIBLIOGRAPHY ................................................................................................... 81

APPENDICES

APPENDIX 1 .............................................................................................. 83

APPENDIX 2 .............................................................................................. 84

APPENDIX 3 .............................................................................................. 87

APPENDIX 4 .............................................................................................. 90

APPENDIX 5 .............................................................................................. 91


xi

LIST OF CHART, TABLES AND ABBREVIATION

LIST OF CHART

Chart 1. Pacte’s Translation Competence Model .......................................... 12

Chart 2. The Percentage of Translation Readability of Non-Medical

Nnnnnnnand Medical School Students ........................................................ 31

LIST OF TABLES

Table 1. Terms Using Native Borrowing Technique ...................................... 7

Table 2. Terms Using Pure Borrowing Technique ......................................... 8

Table 3. Terms Using Certainty Equivalent Technique .................................. 8

Table 4. Terms Using Latin Borrowing Technique ........................................ 8

Table 5. Terms Using Addition Technique .................................................... 9

Table 6. Terms Using Category Shift Technique ........................................... 9

Table 7. Terms Using Deletion Technique ..................................................... 9

Table 8. Source Text Meaning ..................................................................... 17

Table 9. Style and Cohesion ........................................................................ 18

Table 10. Situational Appropriateness ......................................................... 19

Table 11. Grammar and Mechanics ............................................................. 19

Table 12. Translation Skill .......................................................................... 20

Table 13. The List of Medical Terms and Its Translation ............................. 47

Table 14. The Findings by Using Angelelli’s Scoring Rubric ...................... 49


xii

LIST OF ABBREVIATION

TT : Target Text

ST : Source Text

TL : Target Language

SL : Source Language

NM : Non-medical student (English Letters student)

M : Medical student

NBT : Native Borrowing Technique

PBT : Pure Borrowing Technique

CET : Certainty Equivalent Technique

LBT : Latin Borrowing Technique

AT : Addition Technique

CST : Category Shift Technique

DT : Deletion Technique

R : Respondent

T : Translation

AVG : Average

∑ : Final score


xiii

ABSTRACT

Ayu, Melly Sumant Cintyaning. A Comparative Study of Non-Medical

and Medical School Students’ Competence in Translating Medical Text. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2016.

Translation quality assessment does not have standard that is universally

fixed. There are many variants of translation quality assessment that are different to each other. To find out whether translators are competent or not in performing the task, there should be a construct to assess their translation quality. Translator’s background determines their translation quality. Their background knowledge plays a significant role in the quality of their translation. This research focuses on assessing competence of students from different background, one is a Medical School student and the other is an English Letters student. Medical School student and English Letters student are chosen as the respondents because they have different background, as one of them is familiar with medical terms, while the other is not. Medical School student used to translate a literary text. Their translations are evaluated by comparing the medical text they have translated. The translation result is analyzed by applying Angelelli’s scoring rubric. The scope of this rubric consists of linguistic competence, textual competence, pragmatic competence, and strategic competence.

There are two problems discussed in this study. The first problem discusses the significant differences of Non-Medical and Medical School students in translating medical text. The second is to find out the translation competence of Non-Medical student and Medical School student in translating medical text based on Angelelli’s scoring rubric.

The methods used in this study are both library and explicatory research. Library research is used to get theories and information in order to get the understanding and gain knowledge about this topic. Explicatory study is applied because this study focuses on one single major text that is medical text.

The differences found are on the techniques they use. Non-Medical student tends to mostly use certainty equivalent technique and deletion technique, meanwhile Medical School student mostly applies certainty equivalent technique and addition technique. Based on five aspects assessed by using Angelelli’s scoring rubric, Non-medical student achieves score 83,6. Meanwhile, Medical student gets score 90,4. The findings prove that translators’ background affects the translation they produce. Medical student is more superior than Non-medical student in translating medical text since medical text is part of Medical student’s field and Non-medical student is not familiar with medical terms.


xiv

ABSTRAK

Ayu, Melly Sumant Cintyaning. A Comparative Study of Non-Medical and Medical School Students’ Competence in Translating Medical Text. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2016.

Penilaian kualitas terjemahan tidak mempunyai standar yang ditetapkan

secara universal. Ada banyak penilaian kualitas terjemahan yang berbeda satu sama lain. Untuk mengetahui penerjemah berkompeten atau tidak dalam mengerjakan tugasnya, seharusnya ada sebuah konstruk untuk menilai kualitas terjemahan mereka. Latar belakang penerjemah menentukan kualitas terjemahan yang mereka hasilkan. Latar belakang pengetahuan yang mereka miliki mempunyai peranan penting dalam kualitas terjemahan mereka. Penelitian ini berfokus pada penilaian kompetensi mahasiswa yang berbeda latar belakang, mereka adalah mahasiswa Kedokteran dan mahasiswa Sastra Inggris. Kedua mahasiswa ini dipilih sebagai responden karena mereka mempunyai latar belakang yang berbeda, mahasiswa Kedokteran terbiasa dengan istilah medis, sementara mahasiswa Sastra Inggris terbiasa menerjemahkan teks sastra. Terjemahan mereka dianalisis menggunakan rubrik penilaian Angelelli. Lingkup rubrik ini meliputi kompetensi gramatikal, kompetensi teksual, kompetensi pragmatis, dan kompetensi strategis.

Dalam studi ini ada dua permasalahan yang akan dibahas. Permasalahan pertama pertama membahas perbedaan yang signifikan dari mahasiswa Non-kedokteran (Sastra Inggris) dan Kedokteran dalam menerjemahkan teks medis. Permasalahan kedua mengupas kompetensi terjemahan mahasiswa Non-kedokteran dan Kedokteran dalam menerjemahkan teks medis berdasarkan rubrik penilaian Angelelli.

Metode yang digunakan dalam studi ini adalah studi pustaka dan eksplikatori. Studi pustaka digunakan untuk meningkatkan pemahaman dan pengetahuan tentang teori dan informasi yang digunakan dalam studi ini. Studi ekspikatori diterapkan karena studi ini berfokus pada satu teks utama, yaitu teks medis.

Perbedaan yang ditemukan terletak pada teknik yang digunakan oleh kedua penerjemah. Mahasiswa Non-kedokteran cenderung menggunakan teknik padanan mapan dan teknik pengurangan, sementara mahasiswa Kedokteran sebagian besar menggunakan teknik padanan mapan dan teknik penambahan. Berdasarkan lima aspek yang dinilai menggunakan rubrik penilaian Angelelli, skor yang didapatkan oleh mahasiswa Non-kedokteran adalah 68, sedangkan mahasiswa Kedokteran mendapatkan skor 76. Hasil ini menunjukan bahwa latar belakang penerjemah mempengaruhi terjemahan yang mereka hasilkan. Mahasiswa Kedokteran lebih unggul dalam menerjemahkan teks medis daripada mahasiswa Kedokteran. Hal ini dikarenakan teks medis merupakan bidang mahasiswa Kedokteran dan mahasiswa Non-kedokteran tidak terbiasa dengan istilah medis.


1

CHAPTER I

INTRODUCTION

A. Background of the Study

The issue of assessing translation performance has always been

interesting and challenging to discuss. The dilemma when assessing students’

translation appears since there is no fixed standard for translation assessment. It is

known that good and qualified translation should be readable only. In fact,

readable translation is not always identical with accurate translation. The good

and acceptable translation is considered when the message in source language is

meaningfully translated into the Target Language (TL), as it produces an

equivalent response of involvement in what receptors have.

Meanwhile Nababan proposes three criteria of well qualified translation

like the translation should contain the same meaning with Source Text (ST), it

should be expressed in an acceptable principle and it does not contradict with

certain norms in TL, and it should be easily understood by the reader (2012: 41).

Translators have important role in delivering the message of the text

because they have to link between author and readers. If they make mistakes it

will affect the readers’ understanding which make them misinterpret or

misunderstand the idea containing on the text. “A translation should not only be

linguistically correct, exhibit a coherent textual shape and make sense with regard

to any particular subject area, ringing culturally true (Neubert in Adab, 2000:

11).” It is also applied when translating technical text having high risk, the


2

sameness of message should be achieved as the first priority. Message deletion

means that the translator betrays the author, meanwhile excessive message

addition means lying to the reader. Therefore, deletion and addition of the

message should be avoided. In literature of translation theory there are some

translation techniques used to overcome equivalence. Two of them are deletion

and addition. Both techniques are not meant to delete or add some information as

desired, but they are meant to produce acceptable and understandable translation

to reader.

To find out whether translators are competent or not in performing the

task, there should be a construct to assess their translation. The aim of the

construct is to measure a person’s ability and knowledge in translating ST into TT

by using Angelelli’s scoring rubric. The ability to assess consists of linguistic

competence, textual competence, pragmatic competence, and strategic

competence. This scoring rubric is used instead of others because it reaches out

aspects needed to assess (linguistic, textual, pragmatic and strategic competence).

This research specifically focuses on assessing competence of two

students from different background, Non-medical (English Letters) and Medical

School students. They are chosen as the respondents because they have different

background. One of them is familiar with medical terms, meanwhile the other is

not. Both of the students are of the same batch. The translators’ background and

their past experience are important information in this case since it may influence

their translation. The translations done by both students may vary to each other

due to the fact that one’s ability is different with one another. Halliday states that


3

the language we use varies according to the level of formality, of technicality, and

so on. Essentially, it is the role relationship in the situation in question: who the

participants in the communication group are, and in what relationship they stand

to each other (1994: 222).

Both respondents are evaluated by comparing the medical text they have

translated. In the beginning, they are informed that the target readers of their

translations are both non-medical background people and people having medical

background.

The medical text is chosen as the object of this research because there are

many medical terms that are only understood by looking them up in the medical

dictionary. This current medical text is used instead of others since it contains

many more medical terms. Munday (2001: 47-48) states that translator should

follow principles of terminology like aiming at accuracy. Otherwise, the meaning

of the terms will be different.

The topic of this study is considered interesting and challenging because

there are only few studies assessing the students’ competence by using Angelelli’s

scoring rubric. This research is expected to be worth studying because it provides

insight about translation competence assessment which is few discussed. In the

end of this research, the findings show their differences in translating medical text

and which respondent who is more competent. Besides, they also show whether

their background affects their translations or not.


4

B. Problem Formulation

To expand the topic of this research, two questions are formulated as

follows:

1. How are the differences of translation technique used by Non-medical and

Medical School students in translating medical text?

2. How is the translation competence of Non-medical and Medical School

Students in translating medical text based on Angelelli’s scoring rubric?

C. Objectives of the Study

Based on the problem formulations above, the major objective of this

research is to assess students’ competence. Specifically, there are two objectives

that can be drawn. The aim of this research is first to analyze the significant

differences of Non-medical and Medical School students in translating medical

text. The second is to find out the translation competence of Non-Medical and

Medical School Students in translating medical text based on Angelelli’s scoring

rubric.

D. Definition of Terms

In order to give clear understanding and construct readers’ idea about this

writing, in this part some definitions of terms appearing in this research are

provided as follows:

Translation is the result of decision making process in interlingual

communication (Nababan, 2012: 43).


5

Translation competence is dynamic process, a human and social

behavior that results from experience, training, and the feedback effects of client-

translator or translator-reader interaction (Neubert & Shreve in Cao, 1996: 231). It

can be an important aid in helping to define the construct of what makes a

competent and professionally qualified translator.

Angelelli’s scoring rubric is a construct used to assess translation

competence by identifying the characteristics of translation competence, the

primary traits of the product or performance such as linguistic, textual, pragmatic,

and strategic competence (Angelelli, 2009: 13).

Target language (TL) is the language being translated to (Hatim, 2004:

6).

Source language (SL) is the language being translated from (Hatim,

2004: 6).

Target text (TT) is the target language text which is produced on the

basis of a source text or the end-result of the translation process (Byrne, 2012:

197).

Source text (ST) is a text provides the starting point or basis for a

translation process (Byrne, 2012: 197).


6

CHAPTER II

REVIEW OF LITERATURE

In this chapter to gain the insight about translation competence, other

researchers’ works which have similar topics with this thesis will be elaborated

and reviewed. There are two related studies to review. Besides, theories related to

this topic are also provided in this section.

A. Review of Related Studies

This part reviews studies related to the topic of this research. There are

two related studies to discuss. They are taken from Suwardhanis’ thesis and

Widarwati’s journal.

1. Suwardhanis’ thesis “The Translation Accuracy of An Economic Text by

Student Translators and Paid Translators related to the Translator’s

Competence”

Suwardhanis’ thesis discusses the comparison of translation’s accuracy

between student translators and paid translators in translating economic text.

According to her (2011: 2), “accuracy is considered important because it deals

with meaning delivery from source language into target language.” The translation

accuracy and translator’s competence is related because each of her respondent

has different background. It may affect their results because student translators

took translation course, meanwhile paid translator may not. To find out the

translator competency, she measures the accuracy of translation results by using

syllabus of translation course in English Letters Sanata Dharma University.


7

This present thesis is different from Suwardhanis’s in several aspects.

Even though both theses measure translators’ competence, the methods applied

are different. Besides, she measures the translation accuracy, meanwhile this

present thesis discusses the significant differences, the readability of the target

text (TT) according to results of questionnaire and translation competence.

2. Widarwati’s journal “Taksonomi dan Teknik Penerjemahan Istilah

Kedokteran”

In Widarwati’s journal, she collects medical terms taken from medical

book in order to analyze the taxonomy and techniques of medical term translation.

The taxonomy aims to give direction in translating medical text from English into

Indonesian. Meanwhile, the medical term translation technique she produces is

developed from translation technique theory proposed by Molina and Albir

(2002). According to her research, she produces the technique of medical term

translation as follows:

a. Native Borrowing Technique (Teknik Peminjaman Alamiah)

This technique refers to source text technical terms which their

pronunciation are naturalized in target text, as seen in the table below.

Medical Terms The Translation Hypertension Hipertensi Cornea Kornea Astigmatism Astigmatisme

Table 1. Terms Using Native Borrowing Technique


8

b. Pure Borrowing Technique (Teknik Peminjaman Murni)

This technique allows the translator not to change the pronunciation and

spelling. It means that the vocabulary in source text and target text is exactly the

same. The example can be seen in the following table.

Medical Terms The Translation Herpes Herpes Purulent Purulent Glaucoma Glaucoma

Table 2. Terms Using Pure Borrowing Technique

c. Certainty Equivalent Technique (Teknik Padanan Mapan)

Certainty equivalent technique is equivalent technique using expression

which is commonly used in dictionary or by people in target text. It is noted that

equivalence by using this technique is always tied by context such as linguistic

and cultural context. In other words, these context refer to the meaning influenced

by structure of sentence, people who are involved, place and time. The examples

are provided below.

Medical Terms The Translation Fungi Jamur Symptoms Gejala Treatment Pengobatan

Table 3. Terms Using Certainty Equivalent Technique

d. Latin Borrowing Technique (Teknik Peminjaman dari Bahasa Latin)

In this technique the terms are not translated in target language, but in

Latin. It is usually used since there are no certain expressions in TL to describe

that terms. The examples are seen as follows.


9

Medical Terms The Translation Viral Virus Spasm Spasmus Propacane Propacaine

Table 4. Terms Using Latin Borrowing Technique

e. Addition Technique (Teknik Penambahan)

This technique is part of amplification technique which aims to clarify a

concept by providing information that is not available in source text.

Medical Terms The Translation Lens implant Lensa tanam hamper Sty Bintik kelopak mata/’timbil’ Allergenic Zat alergenik

Table 5. Terms Using Addition Technique

f. Category Shift Technique (Teknik Pergeseran Kategori)

As a result of the differences of source text and target text systems, there

are many possibilities for translator to shift, either unit shift or word category

shift. This technique aims to achieve acceptability and readability of the

translation without ignoring message’s accuracy.

Medical Terms The Translation Accumulated Calcium Akumulasi Kalsium

Table 6. Terms Using Category Shift Technique

g. Deletion Technique (Teknik Penghilangan)

This technique is commonly applied in the translation. There are some

reasons why translators apply this technique such as political reason, taboo,

impolite issue, or regarded as not important things. But sometimes translators

apply this technique because they cannot find the same meaning in TT.

Medical Terms The Translation Canal of Schlemn trabecular meshwork

Schelma trabecula

Table 7. Terms Using Deletion Technique


10

This present thesis is different from Widarwati’s in the way it analyzes.

Widawarti analyzes her research in order to produce taxonomy and technique of

medical term translation. Meanwhile this present thesis uses her taxonomy in

order to answer first problem formulation and more focuses on assessing

translation competence of two people having different background.

B. Review of Related Theories

There are some theories provided to elaborate in this section such as

theories of translation, theories of translation competence, Angelelli’s translation

competence, and Angelelli’s scoring rubric. Each of the theories is defined and

discussed as follows.

1. Theories of Translation

Based on Nida and Taber’s theory, translation is concerned in the closest

natural equivalent meaning of the source language message, rather than the style

(1974: 13). Besides, there are three things should be noted by the translator. First,

it is necessary for translator to convey the original message correctly. Second,

translator must give the ease of comprehension. The last, the translator’s

experience is important because if they have many experiences in translating text

it means that they will be able to adequate forming the translation result.

Newmark (1981: 30) states “translation is a craft consisting the attempt to replace

a written message and or statement in one language by the same message and or

statement in another language.” The more important or serious the language

(keywords, collocations, emphases) of the original, the more closely it should be


11

translated. In contrary, if some parts in the text are less important, it could be less

translated. Meanwhile, Savory (1968: 50) states that,

A translation must give the words of the original, must give the ideas of the original, should read like an original work, should read like a translation, should reflect the style of the original, should possesses the style of the translator, should read as a contemporary of the original, should read as a contemporary of the translator.

Besides, Wills defines translation as a transfer process which aims at the

transformation of a written source language (SL) text into an optimally equivalent

target language (TL) text, and which requires the syntactic, the semantic, and the

pragmatic understanding and analytical processing of the SL. (Wills in Angelelli,

1982: 3)

Based on these understandings, it can be concluded that in translating the

text, it is important for translators to convey the message correctly and they

should not have to translate the text literally.

2. Theories of Translation Competence

Actually there are no fixed definition of translation competence and its

sub-components accepted within academic field of translation studies. Despite

that fact, some researchers have defined and provided its sub-components of

translation competence.

Translation competence consists of three primary components including

source language receptive competence coupled with, target language reproductive

competence operating within, a super-competence which reflects the ability to

transfer the message from one language to another. (Wills in Angelelli, 2009: 24)


12

The PACTE group has defined translation competence as the underlying

system of knowledge required to translate (2003: 318). According to PACTE

group, translator’s background determines their translation quality. Their

background knowledge plays a significant role in the quality of their translation.

Translation competence covers declarative and procedural knowledge. Here is the

chart for translation competence model proposed by PACTE.

Chart 1. Pacte’s Translation Competence Model

Declarative knowledge consists of knowledge about translation and extra

linguistic competence. Meanwhile procedural knowledge consists of bilingual,

instrumental, and strategic competence.

These five sub-competences (bilingual, extralinguistic, instrumental,

knowledge of translation and strategic competence) are interrelated and they are

BILINGUAL EXTRALINGUISTIC

STRATEGIC

INSTRUMENTAL KNOWLEDGE OF TRANSLATION

BILINGUAL


13

influenced by psycho-physiological component. The following is the division of

translation competence and its detail information proposed by PACTE 2003.

a. Bilingual Sub-competence

Bilingual sub-competence is predominantly procedural knowledge

required to communicate in two languages. It comprises pragmatic, socio-

linguistic, textual, grammatical and lexical knowledge.

b. Extra-linguistic Sub-competence

Extra-linguistic sub-competence is predominantly declarative knowledge.

It comprises general world knowledge, domain-specific knowledge, bicultural,

and encyclopedia knowledge.

c. Knowledge about Translation

Knowledge about translation is predominantly declarative knowledge

about translation and aspect about profession. It comprises knowledge about

translation functions and knowledge about professional translation practice.

d. Instrumental Sub-competence

Instrumental sub-competence is predominantly procedural knowledge

related to the use of documentation resources and information and communication

technologies applied to translation (dictionaries of all kinds, encyclopedias,

grammars, style books, parallel texts, electronic corpora, search engines, etc.)

e. Strategic Sub-competence

Strategic sub-competence is procedural knowledge to guarantee the

efficiency of the translation process and solve problems encountered. This sub-

competence serves to control the translation process. Its function is to plan the


14

process and carry out the translation project (selecting the most appropriate

method), evaluate the process and the partial results obtained in relation to the

final purpose, activate the different sub-competence and compensate for any

shortcomings and identify translation problems and apply procedures to solve

them.

f. Psycho-physiological Components

Psycho-physiological components are different types of cognitive and

attitudinal components and psycho-motor mechanism, including cognitive

components such as memory, perception, attention and emotion; attitudinal

aspects such as intellectual curiosity, perseverance, rigour, the ability to think

critically, etc.; and abilities such as creativity, logical reasoning, analysis and

synthesis.

3. Angelelli’s Translation Competence

Angelelli proposes a construct that is presented as a guide, a lead to chart

directions for research and development in translation assessment. Angelelli’s

construct is used because it contains elements that are not analyzed in other

translation competence assessments. This construct complements Bachman and

Cao theories which only measure three elements such as grammatical, textual and

pragmatic competence. This construct includes four sub-components:

a. Linguistic-level competence

Clear grammatical competence has important role in translating a text.

Cao (Cao in Angelelli, 2009: 31) defines this sub component as control of

vocabulary (the words of a language), morphology (the way that smaller parts


15

combine to form words), syntax (the way that words combine to form phrases and

sentences), and graphemic (writing system) knowledge. Each of these aspects

contribute both to the understanding of the ST and the production of the TT.

Insufficient knowledge of vocabulary can lead to miscomprehension of the ST or

failure to successfully communicate meaning in the TT. This competence can be

helped by using dictionaries and other professional resources, but only to a

degree.

b. Textual Competence

Textual competence or the ability to put ideas together as a text is the

ability to use linguistic devices to connect sentences, ideas, rhetorical organization

competence, and the ability to organize a text in the most appropriate way to

achieve its aims in a given community. This competence involves understanding

the rules and conventions of rhetoric and cohesion in both codes well enough to

know what meanings are conveyed. It is through either following or breaking said

conventions in the SL, in addition to being able to render similar meaning in the

TL, depending on the translation task.

c. Pragmatic Competence

This competence has an important role in in translating the text both

when the translator approaches the ST as well as when he or she produces the

target one. This competence allows to recognize whether the text is a polemic, a

primarily objective report of data, a proposal for action, etc. In the case of

scientific and technical translation, translators need to know the content area of

the field. Besides, they have to know the typical interpretations of technical terms


16

and ways of discussing different topics in a given field in each of the languages

involved.

d. Strategic Competence

This competence has to do with the way in which a translator approaches

a translation task and the methods he or she uses to find out and overcome

problems with certainty within the performance of the translation assignment.

According to Orozco (Orozco in Angelelli: 2009), strategies include

distinguishing between primary and secondary ideas, establishing conceptual

relationships, searching for information, task planning and many others. To some

extent, the strategic translation competence is the translator’s ability to use

conscious control over their linguistic, cultural, field, and instrumental

knowledge. It involves choosing between making something explicit or explaining

things which are unfamiliar to target readers and using other devices to make

point implicit.

4. Angelelli’s Scoring Rubric

This rubric is created by Claudia V. Angelelli, a professor of Multilingual

Communication at Heriot-Watt University, Edinburgh, UK. A rubric is developed

by identifying what is being assessed. Angelelli’s scoring rubric implies

identifying the characteristics of translation competence, the primary traits of the

product or performance (linguistic, textual, pragmatic, strategic competence) and

then defining criteria used to distinguish various level of performance. By

constructing a scoring rubric, all the elements that were considered relevant to be

included in a test can be holistically scored. This rubric has a score range from 1-5


17

for each competence, the less score the least competent. According to Angelelli,

the definition of the rubric categories and its explanations are as follows:

a. Source Text Meaning

Source text meaning is a measure of the extent to which the translator’s

response (the TT) reflects or fails to reflect an adequate understanding of the

themes and rhetoric of the source text. However, meaning is a very indirect

measure of the grammatical competence of the translator in the source language.

This is the scoring rubric for source text meaning aspect.

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 presented 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 presented 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 most minor themes of the ST and the manner in which they are presented in the ST. There may be evidence of occasional errors in interpretation but the overall meaning of the ST appropriately communicated in the T.

2 T contains elements that reflect a flawed understanding of major and/or several minor themes of the ST and/or the manner in which they are presented 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.

Table 8. Source Text Meaning

b. Style and Cohesion

Target text style and cohesion is seen as being reflective of the

translator’s knowledge of the ways in which texts are linked and organized into

documents in the given target language genre, or document type within a given


18

communicative setting. It addresses textual competence. Here is the scoring rubric

for its sub-competence.

5 T is very well organized into sections and/or paragraphs in a manner consistent with similar TL texts. 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 texts. 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 texts. The T style may be inconsistent. There are occasional awkward or oddly placed elements.

2 T is somewhat awkwardly organized in terms of sections and/or paragraphs or organized in a manner inconsistent with similar TL texts. The T style is clumsy. It does not flow together and has frequent awkward or oddly placed elements.

1 T is disorganized and lacks divisions into coherent sections and/or paragraphs in a manner consistent with similar TL texts. T lacks style. T does not flow together. It is awkward. Sentences and ideas seem unrelated.

Table 9. Style and Cohesion (Addresses Textual Sub-component)

c. Situational Appropriateness

Situational appropriateness is a measure of the translator’s ability to

employ the functional and socio-cultural aspects of the target language in their

translation. The functional aspects of language are judged by the degree to which

the target text is successful at achieving its intended target language use. It

addresses pragmatic competence.


19

Table 10. Situational Appropriateness (Addresses Pragmatic Sub-component)

d. Grammar and Mechanism

Grammar and mechanics is the category which includes spelling,

diacritical marks, agreement, punctuation, and other conventions of the writing

and grammar of the target language. It addresses linguistic competence in the

target language.

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 control of TL grammar, spelling, and punctuation. T has frequent minor errors.

5 T shows a masterful ability to address the intended TL audience and achieve the translations 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 in addressing the intended TL audience and achieving the translations 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 audience and achieve the translations 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 audience and/or achieve the translations 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 appropriately address the intended TL audience and/or achieve the translations 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.


20

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.

Table 11. Grammar and Mechanics (Addresses Micro-linguistic Sub-component)

e. Translation Skill

Translation skill consists of the application of strategies to translation

problems and the use of resource materials. This category is measured by how

well the target text reflects the identification of translation problems and

successful solutions to them. It also includes the degree of success or failure in the

appropriate use of references in solving gaps in language or topic knowledge. It

addresses strategic competence.

Table 12. Translation Skill (Addresses Strategic Sub-component)

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 overcoming translation problems. No major errors and very few minor errors are evident. No obvious errors in the use of resource materials are 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 common translation problems. Numerous major and minor translation errors lead to a seriously flawed translation. Reference materials and resources are consistently used improperly.


21

C. Theoretical Framework

Suwardhanis’ thesis is used as the reference and comparison in order to

equip with this research. This helps the writer to develop the outline of this topic.

Meanwhile Widarwati’s journal is used as a guide to answer the first problem

formulation. The first problem formulation is solved by comparing both of the

translation results and applying her research result.

The definition of translation and translation competence proposed by some

experts are used as the basic understanding of this study. These understandings are

helpful in constructing the idea of this thesis concept. Besides, in order to answer

the second problem formulation, theory of translation competence proposed by

Angelelli is used. The use of this rubric is as the rule and indicator to assess the

translations.


22

CHAPTER III

METHODOLOGY

A. Areas of Research

This research emphasizes on genre translation since the text analyzed

here is medical text. Medical text is considered as high demanding text because if

it is mistranslated it gives different interpretation that may cause risks in its field.

Besides, it is hardly understandable for non-medical background people which

means that not all people can understand what is going on in the text. By these

issues, it is considered necessary to test and analyze the respondents translating

medical text in order to find out their translation competence. The medical terms

appear in the text are used as the focus of this current study. The translation of this

text needs a high level of subject knowledge and a mastery of the relevant

terminology (Chesterman, 2002: 13). The translator competence can be assessed

by their ability in translating the terms from Source Language (SL) into Target

Language (TL).

B. Object of The Study

The medical text used in this study is an article entitled “Prenatal Factors

in Singletons with Cerebral Palsy Born at or near Term”, taken from The New

England Journal of Medicine. This text was translated into Target Text (TT) by

two respondents. Then, both translation results are used as the object of this study.

The object analyzed in this research consists of words, phrases, clauses and

sentences.


23

C. Method of The Study

The methods used in this study are library and explicatory research.

Library research is used to get theories and information in order to get the

understanding and gain knowledge about this topic. Explicatory research is

applied because this study focuses on one single major text that is medical text. It

aims to find out translators’ significant differences in translating medical text,

translators’ competence and to prove whether the background of the translators

influence the result or not. It is done by asking two respondents having different

background to translate medical text. Since it is a comparison study, both results

are compared and analyzed to solve the problem formulation in this current study.

D. Research Procedure

1. Types of Data

a. Objective Data

There are two objectives used in this research. The first one is medical

text taken from article entitled “Prenatal Factors in Singletons with Cerebral Palsy

Born at or near Term”, taken from The New England Journal of Medicine. This

article is written by Karin B. Nelson, M.D., and Eve Blair, Ph.D.. Actually, this

text consists of seven pages (40 paragraphs), but to make it practical and make the

respondents enjoy translating the source text, only the firsts three paragraphs are

used to test them. This journal was published on September 3, 2015. The second

is the medical text above that had been translated by the respondents. It is used as

the target text analysis.


24

b. Genetive Data

The target text data were obtained from two respondents having different

background. The first one is an English Letters Department student of Sanata

Dharma University. He was in the seventh semester when data collection was

conducted. He had taken Vocabulary, Structure I, II, III. IV, and V, Translation I,

II, and III. The second one is medical school student coming from Diponegoro

University. Like English Letter student, she also came from the same batch. In her

study she was only given basic English, but in her daily life she read a lot of

English books such as novel and medical books.

2. Data Collection

The data in this research were obtained through respondents. First, the

source text were read for several times to choose which phrases, clauses and

sentences that might be used and problematic. The terms that might rise problems

were marked to make it easy to be analyzed.

After the text was ready to be used, students targeted to be respondents

were asked whether they were willing to participate in this research or not. After

the agreements were made, two respondents were given Source Text (ST.) They

asked ST to be sent by e-mail because it would facilitate them in translating the

ST.

The respondents were asked to translate the text from ST into TT. They

were given three days to return the translation. The rules applied in translating ST

were that respondents were free to open any kind of references such as printed

dictionary, books, article or journal relating to this topic, except machine


25

translation. Three days later, the translations were submitted timely. The

translations done by two respondents were treated as target text data. The ST and

TT were placed into a table so that they would be easier to compare.

Besides having two respondents to produce TT, there were six people

treated as target readers. They are chosen randomly. They consisted of 3 non-

medical background people and the rest were people having medical background.

The participants which were non-medical background people were Sanata Dharma

University students from some study programs. Meanwhile, participants having

medical background were two medical students of Duta Wacana Christian

University and a general practitioner in Hermina Hospital, Jakarta. Indeed,

respondents and participants did not know to each other to make the assessment

objective. Participants had to assess whether the translations were readable or not.

From their assessment, the more readable translations would be known in order to

help answering the first problem formulation.

3. Population Sample

The population that had been collected from ST were 13 sentences. Since

this research focuses on genre translation, sentence which does not contain

medical terms is omitted. As a result, there are 10 sentences to analyze. After it

was translated by the respondents, the TT data were 20 sentences.

4. Data Analysis

There were some steps taken in analyzing the data in order to answer the

problem formulation. Firstly, the translation done by two respondents were


26

compared in the data table. After comparing both translations, the theory of

medical term translation technique was applied. Next, the questionnaire’s results

were analyzed. Each sentence which was mostly selected was summed to find out

whose sentence was more readable. After whole sentences were summed, they

were calculated by using Microsoft Excel 2013 to meet readability percentage of

each respondent. After the calculation was done, each sentence was discussed as

well. The first problem formulation was solved.

The translations done by two respondents were analyzed by applying

Angelelli’s translation competence. Specifically, each datum was elaborated with

linguistic, textual, pragmatic, and strategic competence theories. It would discuss

the problem appeared in the translation and then relate it to the theories. After all

data were analyzed, it was scored by using Angelelli’s scoring rubric. This was

done by matching the analysis into the indicator to get suitable score. In scoring

each datum, it was important to pay attention to explanations served in the

indicator. It is done repeatedly in all sentences. After the translations were

assessed based on each aspect, the results then are calculated using Microsoft

Excel 2013. Besides, from the results it would be known whether the background

of the respondents influence their competence in translating medical text or not.

The following is the explanation of the score of each aspect. This explanation

develops Angelelli’s scoring rubric.


27

Number of

Sentence

Source Text

Meaning

Style and Cohesion

Situational Appro-

priateness

Grammar and

Mechanics

Translation Skill

NM M NM M NM M NM M NM M

1 3 4 3 4 3 4 3 4 3 5

In the table above, NM gets score 3 in aspect of source text meaning. It is

because in NM translation, there is evidence of occasional errors in interpretation,

but the overall meaning of the ST appropriately communicated. Meaning to say,

NM has general understanding in interpreting the ST. Meanwhile, M gets higher

score in this aspect. It happens since the meaning of ST proficiently

communicated in her translation. Her translation reflects complete understanding

of the themes.

In style and cohesion, NM gets lower score which is 3. There are some

errors in rendering the ST into TT. Since some meaning are omitted, it makes the

translation inconsistent with the whole text. Meanwhile, the score of M is 4. Her

translation is well organized into sentence. She is able to reproduce the ST

meaning into TL.

NM gets the score of 3 in situational appropriateness aspect. Some of the

translated medical terms are mostly appropriate. It means that his translation

shows a good ability to address intended TL readers. In the other hand, M gets

higher score which is 4. It is because the discourse, register, and word choice she

uses are consistently appropriate. The translation shows a proficient ability to

address the intended meaning in TL.


28

In grammar and mechanics, NM’s score is 3. It means that his translation

shows a weak control of TL grammar, spelling and punctuation. His translation

has frequent minor error. Meanwhile, M’s translation gets score of 4 since her

translation has occasional minor error. Her translation shows a proficient control

of TL grammar, spelling and punctuation.

In translation skill aspect, NM gets lower score which is 3. His

translation demonstrates a general ability to identify and overcome translation

problems. There is minor error in using translation technique. Meanwhile, the

score of M is 5 which means that her translation demonstrates able and creative

solution to translation problem. Her techniques in translating this sentence is

considered appropriate. She is able to reproduce the sentence since the use of

resource material is skillful.


29

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

This chapter answers the problems formulated in chapter one. First

section discusses the significant differences of the translation results and second

section students’ competence.

The first section concerns with the significant differences of translation

results that were done by Non-medical and Medical School students. It is

designed to measure whose translation is more readable. There are 13 sentences

that were translated into target text by two respondents, but since this research

concerns on medical text, the sentences that are not containing medical text are

reduced. This research uses 10 sentences that contain medical words, phrases, and

clauses which mean that the amount of the data is 20. Afterward, the data are put

into table to make it easier to be compared and assessed. Besides, the assessment

from six participants are added to support the result.

The second section concerns with the competence of Non-medical and

Medical School students. Their competence is assessed by using Angelelli’s

scoring rubric. This theory categorizes its rubric into five which aims to include

all important elements to be scored. The results of this analysis draw summary

whether students’ background affects their competence in translating medical text

or not.


30

A. Significant Differences of the Non-medical and Medical School Students

in Translating Medical Text

In this part, the data from Non-Medical and Medical School students are

discussed in order to answer the first problem formulation. After the translations

from both students are sorted, 10 sentences are collected. Since there are two

respondents, the data that need to be assessed are 20. Only the data which contains

medical terms are discussed in this research. The data are assessed by comparing

and paying attention to both translations so that the difference can be seen. The

theories explained in third chapter also help the writer in gaining the

understanding and analyzing this part. Besides, this part also provides the analysis

of readability assessment done by participants who have filled in questionnaire

forms. It aims to make sure whose translation is more understandable according to

the readers.

There are some differences found in their translations. It can be drawn

that Non-Medical School student (NM) tends to mostly use certainty equivalent

technique (CET) and deletion technique (DT). Native borrowing technique

(NBT), addition technique (AT), and category shift technique (CST) are applied

some times, but Latin borrowing technique (LBT) and pure borrowing technique

(PBT) are never used. It means that NM uses two languages, Indonesian and

English as the equivalence by applying CET and NBT. Technical terms formed by

one word are usually translated by applying NBT and DT. If formed by more than

one words, the terms are translated by using some techniques such as CET, DT,

NBT, AT and CST.


31

Meanwhile, Medical School student (M) mostly applies CET and AT. All

the techniques including CET, DT, NBT, AT, CST, LBT and PBT are used.

Bahasa Indonesia, English, and Latin are used as the equivalence. She applies

NBT and CET when translating the terms formed by one word. If the terms are

formed more than one words, she mixes CET, DT, NBT, AT, CST, LBT and

PBT.

This is the percentage of translation readability chart of NM and M in

translating medical text. This following chart shows that translation readability

percentage of NM is 47% and M is 53%.

Chart 2. The Percentage of Translation Readability of Non-medical and

Medical School Students

The chart shows that Medical School student’s translation gets larger

portion in the chart which means that her translation is more readable than Non-

medical student’s. Voters who mostly choose Medical School student’s translation

53%47%

Medical School student English Letters student


32

are people having medical background, meanwhile voters who mostly choose

Non-medical student’s translation are people who do not have medical

background. The readability score is given by six participants. Each participant is

asked to choose the translation which is more readable. After that, the readability

score in each data is summed up to get total score. The score is converted to

percentage form to simplify the calculation. Here is the calculation of both

translations.

1. The readability of Non-medical student’s translation

Σ =푇표푡푎푙 푠푐표푟푒

푁푢푚푏푒푟 표푓 푝푎푟푡푖푐푖푝푎푛푡푠 × 100%

Σ =286 × 100%

Σ = 46,7%

2. The readability of Medical School student’s translation

Σ =푇표푡푎푙 푠푐표푟푒

푁푢푚푏푒푟 표푓 푝푎푟푡푖푐푖푝푎푛푡푠 × 100%

Σ =326 × 100%

Σ = 53,3%

It is noted that total score is the number of readable sentence for each

respondent (based on questionnaire filled in by participants). In this readability

assessment, it involves six participants. That is why in the calculation above it is

written “6”. Σ is the symbol for final score for readability assessment. If the final

score of both respondents are summed up, it is reached 100%. From the results


33

above, it can be drawn that 53,3% of M’s translation is readable, meanwhile NM’s

translation is 46,7%.

The following pages discuss the significant difference between the

translations of Non-Medical (NM) student and Medical student (M). Their

translations are presented in tables. The sentences written in bold are the ST.

(Number)/TT/A is the translation done by NM, meanwhile (Number)/TT/B is the

translation done by M.

1/ST: Prenatal Factors in Singletons with Cerebral Palsy Born at or near Term 1/TT/A 1/TT/B

Faktor-Faktor Pranatal Pemicu Lumpuh Otak Pada Bayi Tunggal Non-Prematur

Faktor prenatal bayi dengan CP pada kehamilan tunggal aterm atau preterm

In writing this title, NM capitalizes each word. According to the table

above, NM uses some techniques in translating medical terms in 1/TT/A. “Faktor-

faktor pranatal” is translated by using native borrowing technique (NBT) since the

TT term is naturalized from ST. “Singleton” is translated by applying certainty

equivalent technique (CET). Besides, CET is also applied when translating

“lumpuh otak.” This TT term belongs to lay term since it is available in

dictionary. Deletion technique (DT) is used when translating “at or near term” into

“non-prematur.” It can be seen that some words are omitted in TT.

Meanwhile M does not capitalize each word, only the first word and the

acronym of “cerebral palsy” are capitalized. M translates “prenatal factors” into

“faktor prenatal” by using NBT as seen in the word “faktor” and PBT in the word

“prenatal.” “Bayi dengan kehamilan tunggal” is the application of two tecniques.


34

CET is applied since it is described using lay language and AT is used since there

are some addition information about that term. M also uses pure borrowing

technique (PBT) in translating “cerebral palsy.” No change occurs from ST term

to TT term. In this case, TT term is an acronym form of original term. “At or near

term” in 1/ST is translated into “aterm or preterm” by using PBT. “At term and

near term” are the synonym of “aterm and preterm” in ST.

2/ST: Cerebral palsy, a congenital motor disability of cerebral origin, is a group of lifelong movement disorders affecting about 2 of every 1000 children.

2/TT/A 2/TT/B Suatu gangguan saraf motorik bersifat bawaan lahir yang dikenal dengan lumpuh otak merupakan salah satu kondisi medis seumur hidup yang menyerang dua dari seribu anak.

Cerebral palsy, kelainan bawaan berupa ketidakmampuan secara motorik yang murni bersumber dari otak, adalah sekelompok kelainan gerak yang biasa dialami oleh 2 dari 1000 anak.

In the original sentence, “cerebral palsy” is positioned in the beginning,

but after it is translated, it is in the middle of the description. “Cerebral palsy” is

still translated by using CET. “Suatu gangguan saraf motorik bersifat bawaan

lahir” is the application of AT and CET. AT occurs since the actual translation is

gained. CET is used since it uses common language. DT occurs two times in

2/TT/A. The first, NM does not provide the translation of “cerebral origin.” The

second, “lifelong movement disorder” is translated into “kondisi medis seumur

hidup.” “Kondisi medis” refers to “disorder”, meanwhile “movement” is left

untranslated.

In 2/TT/B since the term is untranslated into TT, the translation of

“cerebral palsy” belongs to PBT. “Kelainan bawaan berupa ketidakmampuan

secara motoric” has two techniques consisting of CET and AT. CET occurs


35

because M uses general language in describing the term. AT is applied because

there are addition words that are not available in ST such as “kelainan”, “berupa”,

and “secara”. CET and AT are used again in translating cerebral origin into

“murni bersumber dari otak”. If translated literally, it should be “bersumber dari

otak”, but the word “murni” is added to give further description. CET is applied

since this description is available in TL. There are two techniques are appertained

in the translation of “lifelong movement disorder.” CET is used as well. DT is

applied since M omits the word “lifelong.”

3/ST: Although defined as a motor disorder, cerebral palsy is often accompanied by intellectual deficits, epilepsy, and sensory disabilities.

3/TT/A 3/TT/B Walaupun didefinisikan sebagai gangguan motorik, lumpuh otak juga seringkali disertai dengan cacat intelektual, epilepsi, dan gangguan pancaindra.

Walaupun disebut kelaianan motorik, CP sering dihubungkan dengan defisit intelektual, epilepsy dan ketidakmampuan secara sensorik.

There are two techniques applied when translating “motor disorder.” The

word “disorder” uses CET, meanwhile “motor” uses CST. Besides, “intellectual

deficit” is also translated by using two techniques. The translation of “intelektual”

is the application of NBT since it is a naturalization word, and “cacat” uses CET

since this word is very common in ST. “Epilepsi” is the translation form using

NBT. CET is applied in translating “gangguan pancaindra” since it is lay term

commonly used by people in TT.

M uses two techniques in translating “motor disorder.” They are CET in

translating “kelainan”, and CST in translating “motorik.” “Deficit intellectual” is

translated into “defisit inteleklual” by using NBT. NBT is used again in

translating “epilepsy.” The techniques used in translating “sensory disabilities”


36

consist of three. “Ketidakmampuan” is the application of CET, “sensorik” is NBT,

and “secara” is AT.

4/ST: Gestational age at birth is strongly associated with cerebral palsy, with a prevalence among term infants that is about one fortieth the prevalence among extremely preterm survivors.

4/TT/A 4/TT/B Satu hal yang seringkali dikaitkan dengan kasus lumpuh otak adalah usia kandungan ketika bayi dilahirkan. Lazimnya dari jumlah bayi yang terlahir prematur dan mampu bertahan hidup, kasus ini bisa terjadi pada seperempat dari jumlah tersebut.

Usia kehamilan saat kelahiran bayi sangat kuat hubungannya dengan CP. Bayi yang lahir dengan usia kehamilan cukup bulan memiliki kemampuan bertahan lebih baik, dengan angka kejadian pada bayi cukup bulan adalah 1 dari 40 bayi sangat prematur yang bertahan hidup.

It can be seen in 4/ST that NM uses CET in translating “gestational age”

into “usia kandungan.” “Birth” is the application of CST since “birth” in ST is a

noun, and it is changed in TT into a verb. “Terms infant” experiences DT because

this term is unavailable in TT. In the translation of “bayi yang terlahir prematur

dan mampu bertahan hidup” is found two applied techniques: CET and CST. It

can be CST because in ST “survivor” is a noun, meanwhile in TT it becomes an

adjective.

In 4/TT/B, M uses CET in translating “usia kehamilan and kelahiran.”

These two translation are excessively used in TT. “Bayi yang lahir dengan usia

kehamilan cukup bulan” is the translation form using CET and AT. According to

the original translation, “term infants” is changed into “bayi cukup bulan”,

meanwhile in this case M tries to clarify the term by providing the addition

information. Two techniques are also found in the translation of “bayi sangat

prematur yang bertahan hidup.” The first one is CET since it is described in


37

general language, and the second one is CST because “survivor” is shifted from

noun into adjective.

5/ST: Research has focused on very preterm infants, as warranted by the high individual risk faced by such infants, but less than 0.4% of neonatal survivors are born before 28 weeks of gestation.

5/TT/A 5/TT/B Para peneliti kemudian memfokuskan perhatian mereka pada kelahiran-kelahiran prematur ekstrem (<28 minggu) mengingat bayi yang terlahir prematur diperkirakan memiliki resiko lumpuh otak yang lebih tinggi. Namun, ternyata hanya terdapat kurang dari 0.4% bayi prematur ekstrem yang bertahan hidup.

Penelitian telah memfokuskan pada bayi sangat prematur, sesuai dengan tingginya risiko individual yang dihadapi bayi tersebut, tapi ternyata kurang dari 0.4% neonatus yang bertahan adalah neonatus yang lahir pada usia kehamilan < 28 minggu.

In translating 6/TT/A, NM divides the sentence into two. “Kelahiran-

kelahiran prematur ekstrem” is the application of CET. This term is considered

common in TT, not a term that is difficult to describe. Meanwhile “neonatal

survivor” is not found in 6/TTA which means that DT occurs.

M uses CET in translating “bayi sangat prematur.” This lay term is

available in dictionary. “Neonatal survivors” experiences two techniques: Latin

Borrowing Technique (LBT) and CST. “Neonatus” is derived from Latin. CST

occurs because in ST “neonatal” is an adjective and “survivor” is a noun, but after

these are translated “neonatal” is changed into noun, and “survivor” into adjective.

6/ST: The 96% of singletons born at or after 35 weeks of gestation, who account for two thirds of newborns with cerebral palsy, have been less extensively studied, and for them, much of the medical and lay literature on the causes of cerebral palsy remains focused on the contribution of birth asphyxia.


38

6/TT/A 6/TT/B 2/3 dari total bayi yang terlahir dengan lumpuh otak dan mampu bertahan hidup justru masuk dalam golongan bayi tunggal (bukan bayi kembar) yang tidak lahir prematur. Golongan ini sendiri, yang secara persentase mencapai 96%, belum benar-benar diteliti secara mendalam. Banyak kepustakaan, termasuk kepustakaan medis, yang menyebutkan bahwa salah satu penyebab lumpuh otak adalah afiksia.

96% bayi yang lahir tunggal pada usia kehamilan 35 minggu atau lebih, yang merupakan 2/3 dari jumlah bayi dengan CP, kurang diteliti lebih jauh sehingga banyak literatur medis tentang penyebab CP lebih sering berfokus pada peranan asfiksia bayi baru lahir.

NM translates “singleton” into “bayi tunggal (bukan bayi kembar).” That

the description provided in brackets shows that it belongs to AT. “Birth asphyxia”

is translated by using DT because “birth” is untranslated.

In 6/TT/B “bayi yang lahir tunggal” is translated by using CET.

“Asfiksia bayi baru lahir” is the translation form using AT. There is no

information about the “infant” provided in ST, but M tends to translate “birth

asphyxia” into “asfiksia bayi baru lahir” in order to maintain the naturalness of the

sentence.

7/ST: Continuous electronic fetal monitoring during labor was introduced to identify fetal asphyxia, with the expectation that timely intervention would prevent cerebral palsy.

7/TT/A 7/TT/B

Pemantauan janin berkelanjutan secara elektronik kemudian digunakan untuk mengidentifkasi afiksia. Hal ini diharapkan mampu mencegah terjadinya lumpuh otak.

Pengawasan janin secara elektrikal dan terus menerus selama proses persalinan diperkenalkan untuk mengidentifikasi kejadian asfiksia pada bayi, dengan harapan bahwa intervensi pada waktu yang tepat akan dapat mencegah CP.

In 7/TT/A “electronic fetal monitoring” is translated into “pemantauan

janin secara elektronik” by using CET and AT. CET is applied since the


39

description using language provided in the dictionary. The word “secara” is the

addition word aiming to connect previous and next word. As usual, NM translates

“cerebral palsy” into “lumpuh otak” by using CET. DT occurs in the next terms

since there are some terms omitted. “During labor” is not described in TT. “Fetal

asphyxia” is translated into “afiksia”, the term “fetal” is untranslated.

“Intervention” is also left untranslated.

M translates “electronic fetal monitoring” into “pengawasan janin secara

elektrikal” by using CET and AT. “Persalinan” is the translation form using CET.

“Asfiksia pada bayi” is the application of AT because of the existence of the word

“pada.” “Intervensi” belongs to NBT because this term is an adjustment from ST

pronunciation.

8/ST: Despite there being a marked increase in surgical deliveries associated with fetal monitoring, as well as accompanying increases in risks and costs, there has been no decrease in the numbers of live births with cerebral palsy over the past three decades.

8/TT/A 8/TT/B Meskipun terdapat peningkatan angka kelahiran sesar yang dikaitkan dengan pemantauan janin ini, juga mengakibatkan peningkatan resiko dan biaya persalinan, angka bayi yang lahir dengan kasus lumpuh otak dalam tiga puluh tahun terakhir tidak mengalami penurunan.

Meskipun ada peningkatan bermakna pada kejadian seksio sesaria terkait pemantauan janin, sejalan juga dengan peningkatan risiko dan biayanya, tidak ada penurunan angka kelahiran hidup dengan CP selama > dari 3 dekade.

NM uses the words “kelahiran sesar” in translating “surgical deliveries”

by applying CET. Besides, CET is used when translating “fetal monitoring” into

“pemantauan janin”, “numbers of live birth” into “angka bayi yang lahir.”

LBT is used when translating “seksio sesaria.” There are two terms

which apply CET: “pemantauan janin” and “angka kelahiran hidup.”


40

9/ST: Controlled studies in human populations have shown important prenatal antecedents of cerebral palsy.

9/TT/A 9/TT/B Studi kasus kontrol dalam bidang populasi manusia telah menunjukkan pemicu-pemicu penting kasus lumpuh otak yang bersifat pranatal.

Studi terkontrol pada populasi manusia telah menunjukkan adanya hal penting yaitu adanya CP pada masa prenatal.

“Populasi manusia” is translated by using CET. “Prenatal antecedents”

is translated into “pemicu-pemicu yang bersifat pranatal” by using four

techniques. The first, it uses CET in the words “pemicu-pemicu yang bersifat.”

The second, it uses NBT when translating “pranatal.” The third, it applies CST

because “prenatal” in ST is an adjective, meanwhile “pranatal” in TT is a noun.

The fourth, it uses AT since there are addition words such as “yang” and

“bersifat.”

M chooses to translate “prenatal antecedent” into “hal pada masa

prenatal.” It shows that this translation consists of three techniques. CET is

applied in the word “hal pada masa.” Secondly, AT is used since the word “pada”

and “masa” are added. PBT is applied in the translation of “prenatal.”

10/ST: A 2004 report concluded, “Evidence suggests that 70 to 80% of CP [cerebral palsy] cases are due to prenatal factors and that birth asphyxia plays a relatively minor role (<10%).”

10/TT/A 10/TT/B

Sebuah hasil penelitian tahun 2004 menyatakan bahwa 70 - 80% kasus ini dipengaruhi oleh faktor-faktor pranatal dan afiksia juga tidak memberikan pengaruh yang signifikan (<10%).

Laporan tahun 2004 menyimpulkan bahwa 70 sampai 80% kasus CP disebabkan oleh faktor prenatal dan asfiksia bayi baru lahir hanya berperan kecil (<10%) pada CP

In 10/TT/A, “cerebral palsy” is translated into “kasus ini” by NM. This

may be because the term “cerebral palsy” is often repeated. The TT term belongs


41

to CET. “Prenatal factors” is translated into “faktor-faktor prenatal” by using

NBT. “Birth asphyxia” is translated into “afiksia” by applying two techniques:

NBT and DT. DT occurs since the word “birth” is untranslated.

As seen in 10/TT/B “Faktor prenatal” consists of two technique that are

NBT in the word “faktor”, and PBT as seen in the word “prenatal.” The

translation term “asfiksia bayi baru lahir” uses three techniques such as NBT in

“asfiksia”, CET in “bayi baru lahir”, and AT since “bayi” and “baru” is not

provided in ST.

To meet the validity and to make sure whether the reader understands or

not, the questionnaire is spread. The data are assessed by six participants. They

consist of 3 people having medical background and the rest are non-medical

background people. They also represent as target reader of each translation.

Every participant assesses 20 sentences that is 10 sentences done by NM

and M. In each number, they are asked to choose sentence that is more readable.

By being examined by them, it is hoped that the validity can be obtained. The data

that has been assessed by each participant are calculated. In the last analysis, the

assessment score given by the participants and the writer are mixed to get the

average score of each translation. The final score is used to know whose

translation is more readable. The analysis of translation readability of Non-

Medical student (NM) and Medical student (M) are discussed in these following

pages. The ST is not provided since it discusses the readability of TT (does not

need ST to compare).


42

1/TT/A 1/TT/B



1/TT/A is chosen by four respondents which consist of three non-medical

background people and one person having medical background, meanwhile the

rest respondents choose 1/TT/B. It can be concluded that 1/TT/A is more

understandable than 1/TT/B. Most respondents choose 1/TT/A because it uses lay

terms which make them understand about the context. Besides, three from four

respondents who choose 1/TT/A do not have medical background which support

their knowledge in understanding the medical text. It is contrast with people

having medical background, they used to be familiar with medical terms.



According to the voters, 2/TT/B has the same point with 2/TT/A. Three

non-medical background people choose 2/TT/A, meanwhile the rest agree that M

has better way in conveying the message. It is seen that what they choose reveals

their background. Those who are familiar with medical terms regard that choice of

word in 2/TT/B is more appropriate than 2/TT/A, and vice versa.


43


Walaupun disebut kelainan motorik, CP sering dihubungkan dengan defisit intelektual, epilepsi dan ketidakmampuan secara sensorik.

3/TT/A is chosen by most participants which means that it is easier to

read than 3/TT/B. Four people consists of three non-medical background people

and one person having medical background vote for 3/TT/A. The rest participants

vote for 3/TT/B. In this case, M uses terms that is hardly received by people who

do not have experience in medical field such as “defisit intelektual” and

“ketidakmampuan secara sensorik.” Considering that most voters who choose

3/TT/A are common people, it can be drawn that people who do not have medical

background tend to understand the text using general language. Meanwhile, two

medical background people is more enjoyable to read 3/TT/B because they are

familiar with the terms and think that M can transfer the meaning better than NM.



One participant which belongs to non-medical background people

considers that 4/TT/A is more readable than 4/TT/B, meanwhile 4/TT/B is chosen

by five people. This may due to the fact that M provides description which is


44

more complete than NM’s description. Some information that are not available in

4/TT/A are provided in 4/TT/B.



Two non-medical background people agree that 5/TT/A is more

understandable than 5/TT/B. Meanwhile, in 5/TT/B the diction used by M such as

“neonatus” may make the participant hard to understand especially for non-

medical background people because the word “neonatus” is derived from Latin.

Nonetheless, it is mostly chosen because it is considered more appropriate than

5/TT/A.



Three participants choose 6/TT/A, and the rest choose 6/TT/B. Those who

vote for 6/TT/A are people having no experience and knowledge about medicine,


45

meanwhile people who choose 6/TT/B have medical background. It can be seen

that decision making in this sentence represents people’s background.

7/TT/A 7/TT/B



Two people agree that 7/TT/A is better than 7/TT/B. Those who choose

7/TT/A are non-medical background people. This kind of people are not really

familiar with medical terms, but they think that 7/TT/A is more understandable.

The rest people who vote for 7/TT/B consider that M is better in conveying the

message and they are able to identify the defiency in 7/TT/A. 7/TT/B is more

informative than 7/TT/A. Some information that do not appear in 7/TT/A are

provided in 7/TT/B such as “selama proses persalinan” and “intervensi”.



8/TT/A is considered more readable than 8/TT/B. It is proven by four

participants consisting of three non-medical background people and one medical

person who vote for 8/TT/A. Meanwhile 8/TT/B is only chosen by two people

having medical background. This may due to the word choice used in 8/TT/A


46

which is easy to comprehend. Besides, 8/TT/A is mostly chosen because the form

of the sentence that make the readers enjoy to read.



Three non-medical background people and one medical person think that

they understand the conveyed meaning in 9/TT/A. Meanwhile the rest agree that

9/TT/B has better diction and sentence form. It may be related to their

background. Non-medical background people tend to choose 9/TT/A because they

never study about medicine. People having medical background know enough and

have learned about the dictions which make them aware which meaning is more

appropriate.

10/TT/A 10/TT/B



One person votes for 10/TT/A, and the rest vote for 10/TT/B. By this, it

can be concluded that 10/TT/B is more readable than 10/TT/A. Person who

chooses 2/TT/A is the one who does not have relation about medicine, meanwhile

all people having medical background and two common people choose 10/TT/B.

This sentence is considered more readable than 10/TT/A because this sentence


47

provides clearer explanation such as “asfiksia bayi baru lahir” and “hanya

berperan kecil pada CP.”

To distinguish the medical terms that NM and M have translated, their

translated terms are provided in the table below.

Medical Terms Non-medical Student Medical Student Prenatal factors Faktor-faktor pranatal Faktor prenatal Singleton Bayi tunggal Bayi dengan kehamilan

tunggal Cerebral Palsy Lumpuh otak CP/Cerebral Palsy At or near term Non-prematur Aterm atau preterm Congenital motor disability

Suatu gangguan saraf motorik bersifat bawaan lahir

Kelainan bawaan berupa ketidakmampuan secara motorik

Cerebral origin (untranslated) Murni bersumber dari otak

Lifelong movement disorder

Kondisi medis seumur hidup

Kelainan gerak

Motor disorder Gangguan motoric Kelainan motorik Intellectual deficit Cacat intelektual Defisit intelektual Epilepsy Epilepsi Epilepsi Sensory disabilities Gangguan pancaindra Ketidakmampuan secara

sensorik Gestational age Usia kandungan Usia kehamilan Birth Dilahirkan Kelahiran Term infants (untranslated) Bayi yang lahir dengan

usia kehamilan cukup bulan

Extremely preterm survivors

Bayi yang terlahir prematur dan mampu bertahan hidup

Bayi sangat prematur yang bertahan hidup

Very preterm infants Kelahiran-kelahiran prematur ekstrem

Bayi sangat prematur

Neonatal survivors Bayi prematur ekstrem yang bertahan hidup

Neonatus yang bertahan

Birth asphyxia Afiksia Asfiksia bayi baru lahir Electronic fetal monitoring

Pemantauan janin secara elektronik

Pengawasan janin secara elektrikal

Labor (untranslated) Persalinan Fetal asphyxia Afiksia Asfiksia pada bayi Intervension (untranslated) Intervensi Surgical deliveries Kelahiran sesar Seksio sesaria


48

Fetal monitoring Pemantauan janin Pemantauan janin Numbers of live births Angka bayi yang lahir Angka kelahiran hidup Human populations Populasi manusia Populasi manusia Prenatal antecedents Pemicu-pemicu yang

bersifat pranatal Hal pada masa prenatal

Table 13. The List of Medical Terms and Its Translation

B. The Translation Competence of Non-medical Department Student and

Medical School Student in Translating Medical Text Based on Angelelli’s

Scoring Rubric

The analysis is done in each datum. Each datum is discussed in order to

reveal Non-medical and Medical School students’ competence by discovering

whether the translations reflect Angelelli’s translation competence or not. After

that, each datum is analyzed by using Angelelli’s five-point-scale scoring rubric.

This part is divided into four sections. Each section discusses competence

proposed by Angelelli such as linguistic, textual, pragmatic, and strategic

competence. The rubric implies identifying the characteristics of translation

competence (Angelelli, 2009: 38). By constructing this scoring rubric, all

elements can be assessed. This rubric has a scale from one to five. Score 1 is

given if translator lacks of ability. Score 2 on the scale represents poor

performance that is clearly below the level required. Score 3 is seen as the point at

which the translator shows evidence of skill but fall slightly short of proficiency

level desired. Score 4 is given if desired level of performance is fulfilled. Score 5

is seen as being reflective of particularly outstanding performance. The following

is the summary of the findings by using Angelelli’s scoring rubric and its

calculation. The detail calculation is provided in appendix.


49

No Rubric Components Non-medical Student Medical Student 1 Source text meaning 4.1 4.5 2 Style and Cohesion 4.3 4.4 3 Situational Appropriateness 3.8 4.3 4 Grammar and Mechanic 4.4 4.6 5 Translation Skill 4.3 4.8 AVG 4.18 4.52 Score 83.6 90.4

Table 14. The Findings by Using Angelelli’s Scoring Rubric

Score = 푎푣푔 ×

Score NM = 4.18 × = 83.6 Score M = 4.52 × = 90.4

In the table above, 4.1 shows the average score of NM’s source text

meaning. It is the results from calculating each sentence in source text meaning

aspect. It is also applied in another aspects and other respondent. Meanwhile,

AVG is the average score of five aspects (source text meaning, style and cohesion,

situational appropriatness, grammar and cohesion, and translation skill.) The final

score is reached by using the above formula.

In this following section, each datum is analyzed by using each

translation competence aspect proposed by Angelelli. It covers linguistic, textual,

pragmatic and strategic competence. The sentence written in bold is ST. The

translations are presented in tables. (Number)/TT/A is the translation of NM and

(number)/TT/B is the translation of M.


50

1. Linguistic Competence




NM uses hyphen when translating factors into “Faktor-Faktor”. It is

appropriate since in TL plural noun is formed by reduplicating the noun itself and

adding hyphen between reduplicated nouns. The use of capital letters in “Faktor-

Faktor” is inappropriate. In writing title if the reduplication is not fixed, the

second word should not be written in capital letter. It is noted that “faktor-faktor”

does not belong to fixed reduplication (kata ulang sempurna). The word pranatal

should be changed into “prenatal”. It is because “pranatal” in TT is a noun, but it

is functioned as an adjective meanwhile in ST “prenatal” is an adjective. The

vocabulary used in ”Non-Prematur” is improper since this term is not equivalent

with the term in ST. “At term” refers to the birth between 37 until 42 weeks,

meanwhile “near term” refers to the birth near the normal time. Even though born

near the normal time, those births cannot belong to normal time. They may be

born either before or after the required normal time.

In 1/TT/B “factors” is translated from plural into singular form. In SL the

plural form is created by adding the letter “s”, but in TL there are some ways to

create plural form such as reduplication. In fact, reduplication is not quite

necessary because by not using reduplication makes it simpler in the word

mentioning. The borrowing word, “prenatal” is appropriate in TL. The acronym of


51

“cerebral palsy” is also suitable. There is a mistake in the use of capital letter.

Because this is a title, each of the word should be capitalized. The vocabulary of

“aterm” and “preterm” are accepted in TL since those terms share the same

meaning with “at or near term”, but it is better if “posterm” is also added.




The punctuation used in 2/TT/A is appropriate. The spelling is

appropriate as well. NM uses appropriate vocabulary when translating “Cerebral

Palsy” into “lumpuh otak”. There are few errors in 2/TT/A. The term “cerebral

origin” is untranslated. The vocabulary used in “kondisi medis” is inappropriate

because it is a not particular term and it cannot share the meaning of “movement

disorder”. This term should be translated into “kelainan gerak”.

In 2/TT/B M uses original term “cerebral palsy”. This term is not

changed into TL, instead she keeps the term in SL. This vocabulary is appropriate

since she uses pure borrowing technique (PBT). There is an inappropriateness in

using punctuation. The comma used in “bersumber dari otak, adalah” should be

omitted. M does not translate the word “lifelong”, so the translation of “kelainan

gerak” cannot represent the meaning of original terms, “lifelong movement

disorders”.


52



Walaupun disebut kelainan motorik, CP sering dihubungkan dengan defisit intelektual, epilepsi dan ketidakmampuan secara sensorik.

3/TT/A shows no error. There are no spelling mistakes. The choice of

words in translating “gangguan motorik”, “cacat intelektual”, “epilepsi” and

“gangguan pancaindra” is also appropriate. According to Dorland Dictionary, the

definition of “disorder” is “ketidakteraturan” or “abnormalitas fungsi”. It means

that “gangguan” in 3/TT/A shares the meaning of “disorder”.

There are also no errors made by M. Spelling mistake does not occur in

3/TT/B. “Kelainan motorik” is proper because it has similar meaning with

“kelainan”. “Dihubungkan” is suitable as well in TL since “accompanied” is the

synonym of “be connected with”. The use of naturalization in translating “defisit

intelektual” and ”epilepsy” is also correct in TL. “Ketidakmampuan secara

sensorik” is appropriate since “disabilities” and “ketidakmampuan” share the

same meaning.

4/ST: Gestational age at birth is strongly associated with cerebral palsy, with a prevalence among term infants that is about one fortieth the prevalence among extremely preterm survivors




53

The vocabulary “usia kandungan” is appropriate. The numeral of “one

fortieth” is mistranslated into “seperempat”. The correct translation should be

“satu dari empat puluh”. “Extremely preterm survivor” is more suitable if

translated into “bayi prematur yang mampu bertahan hidup rather than bayi yang

terlahir prematur dan mampu bertahan hidup”. The word “jumlah tersebut” does

not refer to certain group. It should be further described. The correct translation

should show that one of 40 infants is extremely preterm survivor and the rest are

term infants. There is no punctuation or spelling mistakes occur in this sentence.

The use of punctuation and spelling in 4/TT/B is suitable. The term “usia

kehamilan” is equivalent in TL. She gives informative explanation about “term

infants”, it can be seen when she states “bayi dengan usia kehamilan cukup bulan

memiliki kemampuan bertahan lebih baik”. This description is actually not found

in 4/ST.




The translation of “kelahiran-kelahiran prematur ekstrem” in 5/TT/A is not

suitable. “Infant” refers to a very young child whose age is about four weeks until

fourteen months, meanwhile “infants” in 5/TT/A refers to birth. There is also a


54

punctuation mistake in 5/TT/A. The comma should be put before “namun”. It

should be written like this “….yang lebih tinggi, namun ternyata…”. Those two

sentence are better united.

In 5/TT/B the verb “memfokuskan” is not suitable with the subject

because the use of “memfokuskan” is more appropriate to apply when the subject

is animate. “Penelitian” is not animate. There are two possibilities to improve the

sentence either “penelitian telah berfokus pada….” or “para peneliti telah

memfokuskan pada….” The vocabulary used in translating “bayi sangat

prematur” dan “neonatus yang bertahan” is suitable since it has the same meaning

with ST vocabulary.




There is a spelling mistake in translating the term “asphyxia”. In TL

“asphyxia” is naturalized into “asfiksia”, not “afiksia.” There is an error

punctuation in “….kepustakaan medis, yang menyebutkan…..” The comma

should be omitted because it is not needed.


55

There are no punctuation and spelling mistakes occur in 6/TT/B. The word

“asfiksia” is spelled in a proper way in TL.


7/TT/A 7/TT/B



In 7/TT/A “pemantauan janin berkelanjutan secara elektronik” is

translated appropriately. “During labor” is omitted in the translation of TT. It

should be described since it is an important information. Besides, the translation

of “timely inversion” is not appropriate. “Hal ini” cannot render the meaning of

“timely inversion”. It should be changed into “penanganan yang tepat”. There is

no punctuation error at all.

No punctuation mistakes found in 7/TT/B. The word “elektrikal” in

7/TT/B is improper in TL. According to KBBI (Kamus Besar Bahasa Indonesia)

the appropriate vocabulary is “elektronik”. M is inconsistent when translating

“fetal”. In the first “fetal”, she translates it into “janin”, but in the next it is

changed into “bayi”. “Janin” and “bayi” represents different meaning in TL. The

actual meaning of “fetal” is relating to unborn human being, meanwhile in TT

bayi has the same meaning with infant. So the equivalent for fetal in TL is “janin”.

The word “intervensi” is accepted since it is the naturalization form of

“intervention”.


56




The vocabulary of “kelahiran sesar” is proper since that term shares the

same meaning with “surgical delivery”. “Angka bayi yang lahir” is an

inappropriate vocabulary because the equivalent in TL is “angka kelahiran bayi”.

This sentence has no punctuation mistake and error spelling.

The word “marked increase” is more appropriate if translated into

“peningkatan angka” instead of “peningkatan bermakna”. “Seksio sesaria” is

accepted as well because this term is the application of LBT. There is no spelling

mistakes or punctuation errors occur in 8/TT/B.




NM translates “controlled studies” into “studi kasus kontrol” which

means that he shifts the use of past participle as adjective. This term is improper

and it should be changed into “studi kasus terkontrol.” The word “pemicu-


57

pemicu” is equivalent with the original word, “antecedent.” No spelling and

punctuation mistakes occur in this sentence.

There are no spelling or punctuation mistakes in 9/TT/B. The translation

of “studi terkontrol” is grammatically correct, but in TL the accepted and known

translation is “studi kasus terkontrol”, with the addition of “kasus.”

Inappropriateness is seen when M translates “antecedent” into hal. Hal cannot

describe the meaning of “antecedent.” It should be changed into “pemicu” or

“faktor penyebab.” There are two repetition of the word “adanya” that makes the

sentence seem unsuitable. The word “adanya” should be omitted once, so the

revised sentence can be like this “studi kasus terkontrol pada populasi manusia

telah menunjukkan adanya faktor-faktor prenatal penting penyebab lumpuh otak.”


10/TT/A 10/TT/B



The addressing of “kasus ini” as seen in 10/TT/A is correct as well

because “ini” refers to the case mentioned in the previous sentence. The word

“tidak signifikan” is appropriate since that word means small enough to be noticed

or have an effect. There are no punctuation and spelling mistakes occur in this

sentence.

The vocabulary of CP in 10/TT/B is still appropriate. She uses singular

form in translating factors into faktor. She should pay attention whether the noun


58

is singular or plural. The word “prenatal” is suitable since it is an adjective. The

spelling and the use of punctuation is appropriate in this sentence.

2. Textual Competence




1/TT/A is not coherent with the whole sentences since the meaning of

this title is misinterpreted. “Non-prematur” and “at or near term” are not

equivalent. In translating title, translator needs to know the idea of the text so that

he or she can make the appropriate title briefly in TT. As a title, it cannot

represent the meaning of the whole text.

The translation of 1/TT/B is well organized. Besides there is no

grammatical mistake occurs in this title, the meaning is also suitable to fit with the

whole text. This means that the ST meaning is well conveyed into TL by M.




By omitting “cerebral origin”, it makes the translation clumsy since there

is deletion meaning in that term. It flows together well and forms a coherent


59

whole, but it seems that NM cannot perceive the author’s message. “Cerebral

origin” should be contained in TT in order to form a complete definition of

“cerebral palsy.”

2/TT/B has good style. By including the important information and using

appropriate grammar, vocabulary, and punctuation, it forms a coherent sentence.

Meaning to say, M is able to render the meaning of ST in TL in a refine way.



Walaupun disebut kelaianan motorik, CP sering dihubungkan dengan defisit intelektual, epilepsi dan ketidakmampuan secara sensorik.

3/TT/A has the same form and style of the original. Besides using well

sentence formation, it uses appropriate discourse maker as seen in translating

“although” into “walaupun.”

The translation of 3/TT/B is almost similar with the translation done by

NM. The formation of this sentence is well arranged. It uses the same discourse

maker in translating “although” into “walaupun,” and it is appropriate.





60

In 4/TT/A the word “jumlah tersebut” is not further described. By

omitting some ST information, this translation is not very well organized into

sections. It brings confusion whether “tersebut” is addressed to “term infants” or

“extremely preterm survivors.” “Kasus ini” is used to mention “kasus lumpuh

otak.” This aims to simplify the mentioning of the term.

In 4/TT/B M makes mistake in arranging the clause “with a prevalence

among term infants that is about one fortieth the prevalence among extremely

preterm survivors.” It should be translated into “dengan angka kejadian pada bayi

sangat prematur yang bertahan hidup adalah 1 dari 40 bayi cukup bulan.” By this

error, this translation is awkward and not very well organized.




NM arranged 5/ST into appropriate sentence in TT. The use of

conjunction “namun” is proper because it is used to connect two sentences.

Besides, the repetition of “bayi prematur ekstrem” in these two sentences aim to

mark off continuity.


61

The use of conjuction “tapi” is also suitable since it aims to connect two

clauses. In order to shorten the mentioning of “such infant”, M uses the word

“bayi tersebut” to address that term. It can be seen that M is good in forming 5/ST

into TT.




There are some lack control of the use of comma in 6/TT/A. The second

sentence should be revised like “Golongan ini sendiri yang secara persentase

mencapai 96% belum benar-benar diteliti secara mendalam.” Meanwhile, third

sentence should be “Banyak kepustakaan, termasuk kepustakaan medis yang

menyebutkan….” By this punctuation errors, it can be seen that NM deviates from

grammatical rules.

In 6/TT/B there is lack control of punctuation as the important part of

writing system as seen in “…dengan CP, kurang diteliti lebih jauh sehingga…..”

It should be “…dengan CP kurang diteliti lebih jauh, sehingga….” This


62

translation is organized into section, but the translation style is not consistent

since there are occasional awkward elements.


7/TT/A 7/TT/B



This sentence is divided into two sentences. “Hal ini” in 7/TT/A

addresses to “continuous electronic fetal monitoring.” This is not suitable since it

should also contain the meaning of “timely.” Nonetheless, the sentence formation

of this sentence is well organized.

M is able to render 7/ST in a good sentence in TT. This sentence is very

well organized into sections since she uses suitable diction, translation technique,

and has good sense in reproducing sentence.





63

The conjunction “meskipun” as seen in 8/TT/A is appropriate. It is used

to connect of the first and last clauses. “As well as” is also translated correctly.

M also uses conjunction meskipun in connecting the first and the last

sentences. “Sejalan juga” is also proper since it is used to show the addition

statement of the previous clause.




9/TT/A is coherent with previous sentence since it discusses the finding

of “lumpuh otak.” It is regarded as very well organized translation.

By the use of appropriate vocabulary and punctuation, 9/TT/B is coherent

as well because this translation is related with the other sentences in the given TL.


10/TT/A 10/TT/B



“Kasus ini” in 10/TT/A refers to “cerebral palsy.” Since this term is

repeated for many times, NM tends to use “hal ini” in order to abridge the

mentioning of the term. This makes this sentence very well organized since NM

can relate the previous sentence with this current sentence.


64

10/TT/B is arranged into very well organization since it uses good

grammar, appropriate vocabulary and punctuation. The translation is coherent to

fit with the whole sentences.

3. Pragmatic Competence




1/TT/A is not equivalent with 1/ST because the intended meaning of

1/ST should not only describe about “at term”, but “near term” also. Meanwhile

1/TT/A does not contain the essence of “near term.” Nonetheless, this sentence is

able to make the readers understand the point. As seen in the readaibility

questionairee, four people agree this sentence. This may be due to the word choice

which is easy to comprehend.

1/TT/B achieves the intended meaning of the original text. Nonetheless,

it is only voted by two people. It is not mostly chosen since it contains technical

terms which are hard to understand for some parties. In this translation, “CP” is

mostly used to mention cerebral palsy. In medical field, mentioning disease’s

acronym is common since it aims to conceal the disease to parties who do not

have interest and to give respectful impression to the patient.



65



NM cannot convey the meaning of original sentence in 2/TT/A. “Kondisi

medis seumur hidup” does not only refers to “lifelong movement disorder.” This

term can indicate other kinds of disease which affect people for lifelong since it is

not particular word. Besides, by omitting “cerebral origin” it is unclear where the

origin place of origin place is.

By not containing “lifelong” in 2/TT/B, it is difficult to describe whether

this ability is permanent or temporary. The word “lifelong” should be stated as

well in order to clarify the definition of “cerebral palsy.”




The meaning of 3/ST is transferred in a good way in 3/TT/A. He uses

general people register to address “cacat intelektual” and “gangguan pancaindra.”

By skillful word choice that NM makes, he is able to convey the intended

meaning of the original text so that his translation is understood by four people.

The meaning of this translation is equivalent with 3/ST. Nonetheless, it is

only chosen by two people. It is because it uses practitioners’ register which is


66

hard to undertstand by people who do not learn about medicine. They are “defisit

intelektual” and “kemampuan secara sensorik.”




4/TT/A does not share the same meaning with 4/ST. The first, it is

because “jumlah tersebut” that should refer to “term infants” is not described. This

brings cluelessness toward reader. The second reason because there is ambiguity

in “bayi yang terlahir prematur dan mampu bertahan hidup.” The meaning can be

both that there are two kinds of infant: “preterm infant” and “infant survivor” and

the second there is only one kind of infant which is “extremely preterm survivor.”

The third reason is because NM mistranslates “one fortieth” into “seperempat.” If

technical text is mistranslated, it causes fatal effect (Nababan 2012: 44).

M misinterprets when translating the comparison as seen in 4/TT/B.

From her translation it can be seen that the prevalence consists of 1 term infant

and 39 extremely preterm survivors. Nonetheless, five participants think that this

translation is more readable than 4/TT/A.



67



There is an ambiguity found in the second sentence in 5/TT/A, “namun,

ternyata hanya terdapat kurang dari 0.4% bayi prematur ekstrem yang bertahan

hidup.” The first meaning is that 0.4% of very preterm infants are neonatal

survivor. The second one is that the percentage of very preterm infants that

survive is less than 0.4%. The intended meaning of 5/ST is that less than 0.4%

neonatal survivors are very preterm infants and 99,6% are preterm, term, and

postterm infants. This ambiguity can be avoided if NM arranges the sentence

correctly. The translation should be revised like this, “kurang dari 0.4% bayi yang

bertahan hidup terlahir sangat prematur.” By this ambiguity, this sentence is only

understood by two people.

M has good understanding in translating 5/ST. She can comprehend the

idea of 5/ST and convey it into TL. The appropriateness of vocabularies and the

structure of the sentence used in 5/TT/B make it understandable by four

participants.



68



It seems that NM misinterprets “singletons born at or after 35 weeks.” He

concludes it into “bayi tunggal yang tidak lahir prematur.” According to Dorland

Dictionary, term infant is born between 37 until 42 weeks. It means that infant

born before 37 weeks belongs to preterm infant, and “singleton born at or after 35

weeks” cannot be concluded into “bayi tunggal yang tidak lahir premature” since

it actually refers to three groups of infant: preterm, term and postterm infants. By

this mistake, 6/TT/A cannot be regarded sharing the same idea with 6/ST.

The vocabulary and the arrangement of this sentence makes the meaning

of 6/TT/B equivalent with 6/ST. It is thought that M can convey the clear message

toward readers.


7/TT/A 7/TT/B


Pengawasan janin secara elektrikal dan terus menerus selama proses persalinan diperkenalkan untuk mengidentifikasi kejadian asfiksia pada bayi dengan harapan bahwa intervensi pada waktu yang tepat akan dapat mencegah CP.


69

As seen in 7/TT/A, “hal ini” refers to “pemantauan janin berkelanjutan

secara elektronik.” In fact, “hal ini” is the translation of “timely intervention.” On

the other words, it actually refers to timely intervention of continuous electronic

fetal monitoring. Without providing the description of timely intervention, “hal

ini” cannot substitute the actual meaning. By this inappropriate meaning, mostly

participants do not vote for 7/TT/A.

The translation of 7/TT/B achieves the intended meaning in TL since it

contains all the message without omitting the important ones. It is supported by

participants who read this. Four of them agree that this sentence is better in

transferring the idea.




The meaning of 8/TT/A is equivalent with 8/ST even though there is

inappropriatness in deciding the vocabulary as seen in “peningkatan angka.”

Nonetheless, this does not change the meaning of the whole sentence. It is also

proven by four participants who think that it is more enjoyable to read.


70

“Peningkatan bermakna” in 8/TT/B is not suitable to fit in this sentence.

If translated into “peningkatan yang jelas”, this sentence will be better. Even

though there is minor error found in this sentence, this does not affects the

meaning of it. The meaning of 8/TT/B is still equivalent with original sentence.




By using clear and lay description in translating 9/TT/A, NM is able to

transfer the message of original sentence correctly. This is also supported by four

participants who vote for this readability.

“Adanya hal penting” as seen in 9/TT/B addresses to important

antecedents. This phrase cannot represent the meaning of original phrase. It is

better to translate it into “adanya penyebab penting.” This sentence means that

important antecedent that is shown by controlled study in human population is

cerebral palsy in prenatal period. In fact, the intended meaning of ST is that

important prenatal antecedents of cerebral palsy has shown. By this diference

meaning, 9/TT/B is regarded not equivalent with 9/ST. These errors are also paid

attention by participants. This sentence is only chosen by two people.



71

10/TT/A 10/TT/B



10/TT/A represents the same meaning with 10/ST. Even though this

translation is slight different with 10/TT/B, this is only voted by one participant

which means that this translation less readable.

10/TT/B shares the same meaning with 10/ST. It is supported by the use of

appropriate vocabularies. There are clearer explanation provided in this sentence

such as “asfiksia bayi baru lahir” and “hanya berperan kecil pada CP.

4. Strategic Competence




NM uses literal translation method in translating 1/TT/A. It is seen in the

phrases “prenatal factor”, “cerebral palsy”, and “at or near term.” These phrases

are translated word by word first and these are adjusted into TL form. Since “at or

near term” is mistranslated, it means that NM is unable to overcome the problem

in this sentence.

Since CP, the acronym of “cerebral palsy” as seen in 1/TT/B borrows

original term and it is not changed into TL term, this phrase belongs to faithful

translation method. This method is applied in order to maintain the the sense of


72

the terms. Besides that term, other terms are translated by using literal translation

method such as “faktor prenatal” and “aterm atau preterm.” “Aterm atau preterm”

is terms usually used in Indonesian medical field. It can be seen that M is able to

translate this sentence accurately by using two methods in one sentence.

2/ST: Cerebral palsy, a congenital motor disability of cerebral origin, is a group of lifelong movement disorders affecting about 2 of every 1000 children. 2/TT/A 2/TT/B Suatu gangguan saraf motorik bersifat bawaan lahir yang dikenal dengan lumpuh otak merupakan salah satu kondisi medis seumur hidup yang menyerang dua dari seribu anak.


Literal translation method is used in 2/TT/A as seen in “suatu gangguan

saraf motorik bersifat bawaan lahir” and “salah satu kondisi medis seumur hidup

yang menyerang dua dari seribu anak.” These terms are translated appropriately.

There is an error in this sentence since “cerebral origin” is untranslated.

M also applies literal translation method in translating “kelainan bawaan

berupa ketidakmampuan secara motorik yang murni bersumber dari otak” and

“sekelompok kelainan gerak yang biasa dialami oleh 2 dari 1000 anak.” These

two phrases can be easily understood since these are not translated word by word

only, but also formed into well structure in TL.





73

As seen in 3/TT/A “gangguan motorik”, “cacat intelektual”, “epilepsy”,

and “gangguan pancaindra” are the medical terms translated by applying literal

translation method. In the beginning those terms are translated one by one, and

then NM makes some changes to adjust with TL structure (Catford, 1974: 25).

The meaning of the terms applied with this method is the same with ST.

M also uses literal method in rendering “kelaianan motorik”, “defisit

intelektual”, “epilepsy” and “ketidakmampuan secara sensorik.” If translated by

using word-for-word method, motor disorder will be “motorik kelainan.” In order

to produce naturalness in TT, this phrase is reformed into “kelainan motorik.”




As seen in 4/TT/A, NM paraphrases the original sentence and divides it

into two. Meaning to say, the method used here is free translation. This translation

demonstrates general ability to overcome translation problems. It emphasizes on

the content, but the intended meaning is not conveyed. It is because NM omits

some crucial information such as in “jumlah tersebut.” The reference of tersebut

should be furtherly described in order to give clear explanation toward reader.

Besides, “one fortieth” is mistranslated into “seperempat.”


74

4/TT/B is rendered by using literal method. It seems that in her first

decision making, she translates it word by word and then reconstructs the sentence

based on TL form. There is inappropriate translation as seen in “dengan angka

kejadian pada bayi cukup bulan adalah 1 dari 40 bayi sangat prematur yang

bertahan hidup.” Besides, there are no major errors in this sentence by using this

translation method.




NM puts “28 minggu” in the first sentence as addition information and

divides 5/TT/A into two sentences. Nonetheless, it still belongs to literal

translation method because the translation is translated word by word and then the

sentence is modified into TL structure.

M produces 5/TT/B by using literal method as well as seen in “bayi sangat

prematur,” “dan “neonatus yang bertahan.” She looks for the equivalence and

produces the sentence based on TL structure. It seems that M is able to produce

creative solution in translating this sentence.


75




Free translation is the method applied in 6/TT/A. It is seen by the

differences of sentence formation. He concludes the original sentence and

reproduces it into new formation. In applying this method, the translator is free to

produce the new sentence as long as the message is conveyed.

The method used in in 6/TT/B is literal translation method. M modifies

the word formation from the original sentence. “Contribution of birth asphyxia” is

translated into “peranan afiksia bayi baru lahir.” This formation has been adjusted

into TL structure, otherwise it will be “peranan baru lahir afiksia.”


7/TT/A 7/TT/B




76

NM uses literal translation method in rendering 7/ST. If it is translated by

using word-for-word translation, continuous electronic fetal monitoring will be

“berkelanjutan secara elektronik janin pemantauan.” If it is used, this translation is

not acceptable and readable since this does not obey the structure of TL. “During

labor” and “timely intervension” are not translated. It can be indicated whether

NM considers these terms as unimportant or he cannot find the meaning in TL.

Literal translation method is also applied in 7/TT/B. This method is used

since the sentence form of SL and TL are different. “Pengawasan janin secara

elektrikal dan terus menerus” is the correct translation rendered by using this

method. The use of this method is appropriate since this sentence shares the same

meaning with original sentence.




The modification of word formation is also found in 8/TT/A. It means that

NM uses literal translation method in rendering the original sentence. In dealing

with this method, he has to take two steps. First, in his decision making he renders

this sentence word by word as follows, “meskipun terdapat angka peningkatan


77

sesar kelahiran yang dikaitkan dengan janin pemantauan ini.” If translated like

that, it seems odd and gives confusion to people in TL. To solve this confusion, he

takes the second step by reorganizing the sentence based on TL structure.

Literal translation method is used in 8/TT/B. M looks for equivalent

grammatical construction which is closer to SL’s. TL’s structure has been applied

in the clause “tidak ada penurunan angka kelahiran hidup dengan CP selama >

dari 3 dekade.” Otherwise, this sentence would be hard to read.




9/TT/A is rendered by applying literal translation method. It seems that

each word is translated one by one and they are reformed so that the sentence can

fulfill grammatical rules in TL as seen in “studi kasus kontrol.” Since this

sentence shares the same meaning with ST, the use of this method is appropriate.

The translation of 9/TT/B is almost the same as 9/TT/A. M also applies

literal translation method in order to find the equivalence. By using this method,

the intended meaning of ST can be transferred into TL.



78

10/TT/A 10/TT/B



Literal translation method is used in rendering the original sentence. The

clause “afiksia juga tidak memberikan pengaruh yang signifikan (<10%)” is

accepted and understood TL since this translation is adapted from TL structure.

The method used in 10/TT/B is literal translation method as well. It is seen

in the clause “70 sampai 80% kasus CP disebabkan oleh faktor prenatal.” The

translation of this clause is the combination of word-for-word translation and free

translation method. If it is translated by applying word-for-word translation

method, the translation will be “70 sampai 80% CP kasus disebabkan oleh

prenatal faktor.” In TL this translation is not understandable and acceptable. By

reforming the clause into TL structure, the translation sustains naturalness.


74

CHAPTER V

CONCLUSION

In conducting this research, there are many differences found. The

differences are on the techniques they use. Non-Medical student tends to mostly use

certainty equivalent technique and deletion technique, meanwhile Medical student

mostly applies certainty equivalent technique and addition technique. Besides,

according to the translation readability of Non-medical and Medical students

assessed by six participants it is found that the translation done by Medical School

student is more readable than Non-medical student’s.

The results from the questionnaire shows that the translation readability

percentage of Non-medical student achieves 46,7%. Meanwhile, the translation

readability percentage of Medical School student is 53,3%.

Based on five aspects assessed by using Angelelli’s scoring rubric, Non-

medical student achieves score 83.6. It is expected that he will get higher score since

he has learned Structure I, II, III, IV, V, Translation I and II. He should be able to

be better in rendering the meaning and arranging the sentence. Most of his mistakes

lies the on understanding and conveying the meaning of the terms. This may due to

the lack knowledge of medical terminologies.

Meanwhile, Medical student gets score 90.4. She is more superior in all

aspects. She is good in interpreting and delivering the terms. This can occur because

she uses to learn about medicine so that she knows exactly the meaning of the terms.


75

By these findings, it is proven that translators’ background affects the

translation they produce. Medical student is more superior than Non-medical

student in translating medical text since medicine is Medical student’s field and

Non-medical student is also not familiar with medical terms.


81

BIBLIORAPHY

PRINTED RESOURCES Angelelli, V. Claudia. Using a Rubric to Assess Translation Ability. In C.V.

Angelelli and H. E Jacobson (ed), Testing and Assesment in Translation and Interpreting Studies. Philadelpia: John Benjamin Publishing Company, 2009.

Angelelli. V. Claudia. Medical Interpreting and Cross-cultural Communication.

Cambridge: Cambrige University Press, 2004. Bassnet, Susan. Translation Studies. London: Routledge, 2002. 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, Roger. Translation and Translating. London: Longman, 1991. Cao, Deborah. “On Translation Language Competence.” Volume 42, Issue 4. 1996:

pp. 231-238. Dorland Medical Dictionary. Jakarta: ECG, 2003. Halliday, Michael. An Introduction of Functional Grammar. London: Routledge,

1994. Handayani, Asri. Analisis Ideologi Penerjemahan dan Penilaian Kualitas

Terjemahan Istilah Kedokteran Dalam Buku ”Lecture Notes On Clinical Medicine.” Thesis. Surakarta: Sebelas Maret University, 2009.

Hatim, Basil and Jeremy Munday. Translation: An Advanced Resource Book.

London: Routledge, 2004. Munday, Jeremy. Introducing Translation Studies–Theories and Applications.

London and New York: Routledge, 2001. Nababan. “Pengembangan Model Penilaian Kualitas Terjemahan”. Surakarta:

Universitas Sebelas Maret. Vol 24 No.1: Page 39-57. Newmark, Peter. A Textbook of Translation. New York: Prentice-Hall International.

1988


82

Newmark, Peter. Approaches to Translation. Oxford: Peragmon Press, 1981

Savory, Theodore. The Art of Translation. London: Jonathan Cape Ltd, 1968. Sudarno, A.P. Penerjemahan Buku Teori dan Aplikasi. Surakarta: UNS Press, 2011. Sukarta, I Nengah. Bahasa Indonesia Akademik untuk Perguruan Tinggi. Denpasar:

Swasta Nulus, 2011. Suwardhanis, Scholastica Ardyannita. The Translation of An Economic Text by

Student Translators and Paid Translators Related to the Translators’ Competence. Undergraduate Thesis. Yogyakarta: Sanata Dharma University, 2011.

Widarwati, Nunun Tri. “Taksonomi dan Teknik Penerjemahan Istilah Kedokteran.”

Vol. 6, Oktober 2015. ELECTRONIC RESOURCES Nelson, Karin B. and Eve Blair. “Prenatal Factors in Singletons with Cerebral Palsy

Born at or near Term.” The New England Journal of Medicine. (www.nejm.org/doi/full/10.1056/NEJMra1505261). February 12, 2015.

Kamus Besar Bahasa Indonesia Daring http:/kbbi.web.id


http://www.nejm.org/doi/full/10.1056/NEJMra1505261

83

APPENDICES

Appendix 1: Source Text

Prenatal Factors in Singletons with Cerebral Palsy Born at or near Term

Cerebral palsy, a congenital motor disability of cerebral origin, is a group

of lifelong movement disorders affecting about 2 of every 1000 children.

Although defined as a motor disorder, cerebral palsy is often accompanied by

intellectual deficits, epilepsy, and sensory disabilities. Cerebral palsy is expensive

in human and economic terms. No cure is available, so effective strategies for

primary prevention are highly desirable, but their development requires an

understanding of causal pathways.

Gestational age at birth is strongly associated with cerebral palsy, with a

prevalence among term infants that is about one fortieth the prevalence among

extremely preterm survivors. Research has focused on very preterm infants, as

warranted by the high individual risk faced by such infants, but less than 0.4% of

neonatal survivors are born before 28 weeks of gestation. The 96% of singletons

born at or after 35 weeks of gestation, who account for two thirds of newborns

with cerebral palsy, have been less extensively studied, and for them, much of the

medical and lay literature on the causes of cerebral palsy remains focused on the

contribution of birth asphyxia.

Continuous electronic fetal monitoring during labor was introduced to

identify fetal asphyxia, with the expectation that timely intervention would

prevent cerebral palsy. Unfortunately, that expectation has met with


84

disappointment. Despite there being a marked increase in surgical deliveries

associated with fetal monitoring, as well as accompanying increases in risks and

costs, there has been no decrease in the numbers of live births with cerebral palsy

over the past three decades.

Controlled studies in human populations have shown important prenatal

antecedents of cerebral palsy. A 2004 report concluded, “Evidence suggests that

70 to 80% of CP [cerebral palsy] cases are due to prenatal factors and that birth

asphyxia plays a relatively minor role (<10%).”

Appendix 2: Data of Non-medical and Medical School students’ translation

No Non Medical student No Medical student 1/TT/A


1/TT/B Faktor prenatal bayi dengan CP pada kehamilan tunggal aterm atau preterm

2/TT/A Suatu gangguan saraf motorik bersifat bawaan lahir yang dikenal dengan lumpuh otak merupakan salah satu kondisi medis seumur hidup yang menyerang dua dari seribu anak.

2/TT/B Cerebral palsy, kelainan bawaan berupa ketidakmampuan secara motorik yang murni bersumber dari otak, adalah sekelompok kelainan gerak yang bias dialami oleh 2 dari 1000 anak.

3/TT/A Walaupun didefinisikan sebagai gangguan motorik, lumpuh otak juga seringkali disertai dengan cacat intelektual, epilepsi, dan gangguan pancaindra.

3/TT/B Walaupun disebut kelaianan motorik, CP sering dihubungkan dengan defisit intelektual, epilepsy dan ketidakmampuan secara sensorik.

4/TT/A Satu hal yang seringkali dikaitkan dengan kasus lumpuh otak adalah usia kandungan ketika bayi dilahirkan. Lazimnya dari jumlah bayi yang terlahir prematur dan mampu bertahan hidup, kasus ini bisa terjadi pada seperempat dari jumlah tersebut.

4/TT/B Usia kehamilan saat kelahiran bayi sangat kuat hubungannya dengan CP. Bayi yang lahir dengan usia kehamilan cukup bulan memiliki kemampuan bertahan lebih baik, dengan angka kejadian pada bayi cukup bulan adalah 1 dari 40


85

bayi sangat prematur yang bertahan hidup.

5/TT/A Para peneliti kemudian memfokuskan perhatian mereka pada kelahiran-kelahiran prematur ekstrem (<28 minggu) mengingat bayi yang terlahir prematur diperkirakan memiliki resiko lumpuh otak yang lebih tinggi. Namun, ternyata hanya terdapat kurang dari 0.4% bayi prematur ekstrem yang bertahan hidup.

5/TT/B Penelitian telah memfokuskan pada bayi sangat prematur, sesuai dengan tingginya risiko individual yang dihadapi bayi tersebut, tapi ternyata kurang dari 0.4% neonatus yang bertahan adalah neonatus yang lahir pada usia kehamilan < 28 minggu.

6/TT/A 2/3 dari total bayi yang terlahir dengan lumpuh otak dan mampu bertahan hidup justru masuk dalam golongan bayi tunggal (bukan bayi kembar) yang tidak lahir prematur. Golongan ini sendiri, yang secara persentase mencapai 96%, belum benar-benar diteliti secara mendalam. Banyak kepustakaan, termasuk kepustakaan medis, yang menyebutkan bahwa salah satu penyebab lumpuh otak adalah afiksia.

6/TT/B 96% bayi yang lahir tunggal pada usia kehamilan 35 minggu atau lebih, yang merupakan 2/3 dari jumlah bayi dengan CP, kurang diteliti lebih jauh sehingga banyak literatur medis tentang penyebab CP lebih sering berfokus pada peranan asfiksia bayi baru lahir.

7/TT/A Pemantauan janin berkelanjutan secara elektronik kemudian digunakan untuk mengidentifkasi afiksia. Hal ini diharapkan mampu mencegah terjadinya lumpuh otak.

7/TT/B Pengawasan janin secara elektrikal dan terus menerus selama proses persalinan diperkenalkan untuk mengidentifikasi kejadian asfiksia pada bayi dengan harapan bahwa intervensi pada waktu yang tepat akan dapat mencegah CP.

8/TT/A Meskipun terdapat peningkatan angka kelahiran sesar yang dikaitkan dengan pemantauan janin ini, juga mengakibatkan peningkatan resiko dan biaya persalinan, angka bayi yang lahir dengan kasus lumpuh otak dalam tiga puluh tahun terakhir

8/TT/B Meskipun ada peningkatan bermakna pada kejadian seksio sesaria terkait pemantauan janin, sejalan juga dengan peningkatan risiko dan biayanya, tidak ada penurunan angka kelahiran hidup dengan CP


86

tidak mengalami penurunan. selama > dari 3 dekade.

9/TT/A Studi kasus kontrol dalam bidang populasi manusia telah menunjukkan pemicu-pemicu penting kasus lumpuh otak yang bersifat pranatal.

9/TT/B Studi terkontrol pada populasi manusia telah menunjukkan adanya hal penting yaitu adanya CP pada masa prenatal.

10TT/A Sebuah hasil penelitian tahun 2004 menyatakan bahwa 70 - 80% kasus ini dipengaruhi oleh faktor-faktor pranatal dan afiksia juga tidak memberikan pengaruh yang signifikan (<10%).

10/TT/B Laporan tahun 2004 menyimpulkan bahwa 70 sampai 80% kasus CP [cerebral palsy] disebabkan oleh faktor prenatal dan asfiksia bayi baru lahir hanya berperan kecil (<10%) pada CP


87

Appendix 3: Questionnaire Form

Kepada

Yth. Bapak/Ibu/Saudara/i

Yang berpartisipasi dalam penelitian ini

Dengan hormat,

Saya Melly Sumant Cintyaning Ayu selaku mahasiswi Program Studi

Sastra Inggris Universitas Sanata Dharma memohon izin dan meminta bantuan

dari Bapak/Ibu/Saudara/i untuk merelakan waktu dalam rangka mengisi kuesioner

berikut ini. Adapun kegunaan kuesioner ini adalah untuk keperluan penyelesaian

tugas akhir (skripsi) saya yang berjudul A Comparative Study of Non-Medical

and Medical School Students’ Competence in Translating Medical Text.

Penelitian ini bertujuan untuk mengukur kompetensi antara mahasiswa

Sastra Inggris dengan mahasiswa Kedokteran dalam menerjemahkan teks

kedokteran. Penelitian ini membutuhkan keterlibatan koresponden dengan ciri

responden adalah orang-orang yang mempunyai latar belakang medis dan non-

medis.

Demikian permohonan izin saya. Atas perhatian dan partisipasi

Bapak/Ibu/Saudara/i saya ucapkan terima kasih.

Yogyakarta, 5 Desember 2015

Peneliti,

Melly Sumant Cintyaning Ayu


88

KUESIONER KEPEMAHAMANAN

Petunjuk Pengisian

Beri tanda (v) pada kolom A atau B berdasarkan teks yang paling mudah

dipahami.

No Teks A No Teks B A B

1/TT/A Faktor-Faktor Pranatal Pemicu Lumpuh Otak Pada Bayi Tunggal Non-Prematur

1/TT/B Faktor prenatal bayi dengan CP pada kehamilan tunggal aterm atau preterm

2/TT/A Suatu gangguan saraf motorik bersifat bawaan lahir yang dikenal dengan lumpuh otak merupakan salah satu kondisi medis seumur hidup yang menyerang dua dari seribu anak.

2/TT/B Cerebral palsy, kelainan bawaan berupa ketidakmampuan secara motorik yang murni bersumber dari otak, adalah sekelompok kelainan gerak yang bias dialami oleh 2 dari 1000 anak.

3/TT/A Walaupun didefinisikan sebagai gangguan motorik, lumpuh otak juga seringkali disertai dengan cacat intelektual, epilepsi, dan gangguan pancaindra.

3/TT/B Walaupun disebut kelaianan motorik, CP sering dihubungkan dengan defisit intelektual, epilepsy dan ketidakmampuan secara sensorik.

4/TT/A Satu hal yang seringkali dikaitkan dengan kasus lumpuh otak adalah usia kandungan ketika bayi dilahirkan. Lazimnya dari jumlah bayi yang terlahir prematur dan mampu bertahan hidup, kasus ini bisa terjadi pada seperempat dari jumlah tersebut.

4/TT/B Usia kehamilan saat kelahiran bayi sangat kuat hubungannya dengan CP. Bayi yang lahir dengan usia kehamilan cukup bulan memiliki kemampuan bertahan lebih baik, dengan angka kejadian pada bayi cukup bulan adalah 1 dari 40 bayi sangat prematur yang bertahan hidup.


89

5/TT/A Para peneliti kemudian memfokuskan perhatian mereka pada kelahiran-kelahiran prematur ekstrem (<28 minggu) mengingat bayi yang terlahir prematur diperkirakan memiliki resiko lumpuh otak yang lebih tinggi. Namun, ternyata hanya terdapat kurang dari 0.4% bayi prematur ekstrem yang bertahan hidup.

6/TT/B Penelitian telah memfokuskan pada bayi sangat prematur, sesuai dengan tingginya risiko individual yang dihadapi bayi tersebut, tapi ternyata kurang dari 0.4% neonatus yang bertahan adalah neonatus yang lahir pada usia kehamilan < 28 minggu.

6/TT/A 2/3 dari total bayi yang terlahir dengan lumpuh otak dan mampu bertahan hidup justru masuk dalam golongan bayi tunggal (bukan bayi kembar) yang tidak lahir prematur. Golongan ini sendiri, yang secara persentase mencapai 96%, belum benar-benar diteliti secara mendalam. Banyak kepustakaan, termasuk kepustakaan medis, yang menyebutkan bahwa salah satu penyebab lumpuh otak adalah afiksia.

7/TT/B 96% bayi yang lahir tunggal pada usia kehamilan 35 minggu atau lebih, yang merupakan 2/3 dari jumlah bayi dengan CP, kurang diteliti lebih jauh sehingga banyak literatur medis tentang penyebab CP lebih sering berfokus pada peranan asfiksia bayi baru lahir.

7/TT/A Pemantauan janin berkelanjutan secara elektronik kemudian digunakan untuk mengidentifkasi afiksia.....

8/TT/B Pengawasan janin secara elektrikal dan terus menerus selama proses persalinan diperkenalkan untuk mengidentifikasi kejadian asfiksia pada bayi….

8/TT/A Meskipun terdapat peningkatan angka kelahiran sesar yang dikaitkan dengan pemantauan janin ini, ….

9/TT/B Meskipun ada peningkatan bermakna pada kejadian seksio sesaria terkait pemantauan janin, …..

9/TT/A Studi kasus kontrol dalam bidang populasi manusia telah menunjukkan pemicu-pemicu penting kasus lumpuh otak yang bersifat pranatal.

10/TT/B Studi terkontrol pada populasi manusia telah menunjukkan adanya hal penting yaitu adanya CP pada masa sebelum prenatal.


90

10/TT/A Sebuah hasil penelitian tahun 2004 menyatakan bahwa 70 - 80% kasus ini dipengaruhi oleh faktor-faktor pranatal dan afiksia juga tidak memberikan pengaruh yang signifikan (<10%).

11/TT/B Laporan tahun 2004 menyimpulkan telah terbukti bahwa 70 sampai 80% kasus CP [cerebral palsy] adalah karena faktor prenatal dan asfiksia bayi baru lahir hanya berperan kecil (<10%) pada CP

Appendix 4: Questionnaire Results

No R1 R2 R3 R4 R5 R6 NM M NM M NM M NM M NM M NM M 1/TT/A ν ν ν ν ν ν 2/TT/A ν ν ν ν ν ν 3/TT/A ν ν ν ν ν ν 4/TT/A ν ν ν ν ν ν 5/TT/A ν ν ν ν ν ν 6/TT/A ν ν ν ν ν ν 7/TT/A ν ν ν ν ν ν 8/TT/A ν ν ν ν ν ν 9TT/A ν ν ν ν ν ν 10/TT/A ν ν ν ν ν ν

Total NM 28 Total M 32


91

Appendix 5: Total score of translation competence by using Angelelli’s scoring rubric

Number of

sentence

Source Text

Meaning

Style and Cohesion

Situational appro-

priateness

Grammar and

Mechanics

Translation Skill

NM M NM M NM M NM M NM M

1 3 4 3 4 3 4 3 4 3 5

2 3 4 4 4 3 4 5 4 4 5

3 5 5 5 5 5 5 5 5 5 5

4 3 4 4 3 3 4 5 5 3 4

5 4 5 5 5 4 5 4 4 5 5

6 5 5 3 3 4 5 3 5 5 4

7 3 4 4 5 3 4 4 4 3 5

8 5 5 5 5 4 4 5 5 5 5

9 5 4 5 5 4 3 5 5 5 5

10 5 5 5 5 5 5 5 5 5 5

Average 4.1 4.5 4.3 4.4 3.8 4.3 4.4 4.6 4.3 4.8


a comparative study of non-medical and medical … fileii a comparative study of non-medical and...

Documents