Translation 3_Pertemuan 4_Adrian.pptx

5/28/2018 Translation 3_Pertemuan 4_Adrian.pptx

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Translation 34thClass Module 6

Adrian Budianto

[email protected]

Universitas Terbuka

Korea Selatan


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English is not a foreignlanguage. It is aninternationallanguage.

Remember basic principles of translation

(dynamic equivalence) Sense-to-sense, convey same meaning

Native readers must have similar conclusion /response

No literal translation (formal equivalence), exceptinlaw / legal documents

Flow must be smooth

Introduction


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Steps in translating :

Read and understandthe original language.

Use dictionaries and encyclopedia as necessary.

Write the message in target language, pay

attention to target languages format (MD-DM,

SPOK). Dont get carried away by source

languages format. Readthe translation. It should give the same

sense and conclusion. Flow should be smooth.

Introduction (2)


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D-M law : baik dalam kata majemuk maupun dalam kalimat, segala sesuatu yang menerangkan selalu

terletak di belakang yang diterangkan (Sutan Takdir Alisjahbana, 1949)

Red pen= pulpenmerah merah pulpen

Cellphone = teleponseluler seluler telepon

Sentence elements

Subjek (pelaku)

1. Jawaban atas Pertanyaan Apa atau Siapa kepada Predikat.

2. Biasanya disertai kata itu,ini,dan yang (yang ,ini,dan itu juga sebagai pembatas antara subyek dan predikat)

Predikat (tindakan/aksi yang dilakukan)

1. Menimbulkan Pertanyaan apa atau siapa.

2. Kata Adalah atau Ialah

3. Dapat Disertai Kata-kata Aspek atau Modalitas

Objek (penderita)

1. Langsung di Belakang Predikat

2. Dapat Menjadi Subjek Kalimat Pasif

3. Didahului kata Bahwa

Pelengkap

1. Di Belakang Predikat

2. Hasil jawaban dari predikat dengan pertanyaan apa.

Keterangan

1. Dapat dipindahpindah posisinya (awal atau akhir kalimat)

Bahasa Indonesia


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Sentence patterns S-P: Desi belajar

S-P-O: Desi menonton drama

S-P-Pel: Mita tertawa terbahak-bahak

S-P-K: Budi pergi ke Korea

S-P-O-Pel: Adji sedang mencarikan ikan untukkucingnya Nino

S-P-O-Pel-K: Setiap pagi Adji senam bersama Budi

S-P-O-K: Anto memancing ikan setiap sore S-P-Pel-K: Mita tertawa terbahak-bahak ketika

melihat Desi tercebur ke dalam kolam ikan

Bahasa Indonesia (2)


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Title S = ?

P = Membantu

O = Anak-anak dengan kebutuhan khusus

Paraphrase = Bantuan Untuk Anak-anakDengan Kebutuhan Khusus

1stsentence S = Penanganan perilaku bermasalah

P = adalah / merupakan

O = prioritas utama

K = di banyak sekolah

2ndsentence S = Para guru

P = berusaha menemukan

Pel = sedang / tengah

O = cara-cara untuk menangani anakdengan permasalahan perilaku

K = di sekolah umum

Art 1 Par 1


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1stsentence, present perfect

S = Komentar awal dalam Buku Pintar

Pendidikan tentang Kebutuhan Pendidikan

Khusus (SEN), Excellence For All Children,

P = menitikberatkan

O = sebagian kecil anak-anak dengan SEN

yang memiliki permasalahan perilaku K = Karena ini merupakan persoalan utama

2ndsentence, simple present

S = Buku Pintar Pendidikan

P = memuat

O = beberapa proposal khusus

Anak kalimat 1, simple present S = dukungan

P = bagi

O = sekolah-sekolah dasar yang memiliki

anak-anak dengan permasalahan perilaku

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1stsentence, future tense

S = kami

P = (mulai) mengembangkan

O = sekolah khusus bagi anak bermasalah

K = bulan depan

2ndsentence, present perfect

S = kami P = ( juga telah) mengumumkan

O = 20 juta ponsterling dari StandardsFund

K = untuk membantu mengatasipermasalahan siswa yang dikeluarkan darisekolah dan siswa yang bolos

Anak kalimat, future tense S = kami

P = (akan segera) menganjurkan

O = otoritas pendidikan lokal

K = cara-cara untuk menanganipermasalahan perilaku

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Main sentence S = (akan tetapi) Buku

Pintar Pendidikan

P = berurusan dengan

O = kelompok yang lebihbesar

Anak kalimat S = satu dari lima anak

P = (yang) memiliki

O = kebutuhan khusus,mulai dari autisme hinggakebutaan, cacat fisik hinggakesulitan belajar

K = selama masasekolahnya

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1stsentence S = kami

P = (ingin) mengidentifikasi

O = permasalahan anak2pada saat memulai

pendidikan 2ndsentence, future tense

S = Penilaian kemampuanmembaca dan berhitung atasanak-anak berumur limatahun

P = (akan) mengidentifikasi O = dyslexiadan kesulitan

belajar tertentu

K = sedini mungkin

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1stsentence S = sembilan belas dari dua puluh

anak dengan kebutuhan khusus

P = sudah berada

O = di sekolah umum

2ndsentence S = Anak-anak di sekolah khusus

P = (juga bisa) mendapat

O = keuntungan dari sekolah umum

K = secara pendidikan dan secarasosial

3rdsentence S = Teman-teman sekelas mereka P = (juga akan) mendapat

O = keuntungan

K = asalkan ada dukungan yangsesuai

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1stsentence, negative sentence S = Ini

P = (bukan) merupakan

O = pendekatan dogmatis

2ndsentence S = Kami P = Ingin

O = yang terbaik

K = bagi siswa

Anak kalimat

S = Kami P = Ingin

O = orangtua dan keluarga

Pa = memperoleh

Oa = informasi pilihan yangtersedia

Ka = sejak awal

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Increasing inclusion will

therefore be continuing

process: inspiration for it

will come for thoseschools that demonstrate

that including wide range

of children with special

needs and improvingacademic standards go

hand in hand

Main sentence : S = peningkatan keterlibatan

P = (akan) menjadi

O = proses berkesinambungan

Anak kalimat : S = inspirasi

P = (akan) datang ke

O = sekolah-sekolah

K = bahwa melibatkan banyak

anak dengan kebutuhan khusus

akan meningkatkan standar

akademik

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There is a continuing and vital

role for special schools. They

will remain the most

appropriate place for some

children but not always for thewhole of their school career. I

also want to see specialist

schools, centres of excellence

with their facilities andteachers expertise used to

support children with special

needs in mainstream schools.

1stsentence (paraphrase)

S : sekolah khusus

P : memiliki

O : peran penting dan berkesinambungan

2ndsentence

S : Mereka / sekolah-sekolah tersebut

P : (akan selalu) menjadi

O : tempat yang paling sesuai

K : bagi sebagian siswa, tetapi tidak selalu

pasti dalam kehidupan sekolah mereka

3rdsentence

S : saya

P : (juga ingin) melihat

O : (keberadaan) sekolah-sekolah spesialis,

pusat-pusat studi dengan fasilitas dan

keahlian guru yang digunakan untuk

mendukung anak dengan kebutuhan khusus

K : di sekolah umum

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In the new year, we shalldraw up an actionprogramme to driveforward improvements

during this Parliament. Itwill be phased to avoidplacing too heavy aburden on schools. This is

a priority area for theGovernment as moremoney becomes available.

1stsentence

S : Kami

P : (akan) membuat / merumuskan

O : suatu rencana aksi untuk mendorong

peningkatan selama masa kerja parlemen ini

K : di tahun baru

2ndsentence

S : Rencana aksi ini

P : (akan) dibuat

O : bertahap

K : untuk menghindari penumpukan beban

yang terlalu berat bagi sekolah

3rdsentence

S : Hal ini

P : merupakan

O : prioritas utama pemerintah

K : sembari dana semakin memadai

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Translating is an active process, not passive.

Lets try to apply the steps in formative test.

Dont be afraid to make mistakes. Nomistakes, no progress.

Per paragraph, 3-5 minutes.

When stuck, ask me.

Formative Test


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DISTANCE EDUCATION

What is Distance Education?

Within a context of rapid technological change and

shifting market conditions, the American education

system is challenged with providing increased

educational opportunities without increased budgets.

Many educational institutions are answering thischallenge by developing distance education programs.

Rapid = cepat, pesat Shifting = berubah

Budget = dana , anggaran distance = jarak jauh

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At its most basic level, distance education takes place

when a teacher and student(s) are separated by

physical distance, and technology (i.e., voice, video,

data, and print), often in concert with face-to-facecommunication, is used to bridge the instructional gap.

These types of programs can provide adults with a

second chance at a college education, reach those

disadvantaged by limited time distance or physicaldisability, and update the knowledge base of workers at

their places of employment.Separated = terpisah face-to-face = tatap muka

In concert with = bersamaan dengan gap = celah / jurang

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How is Distance Education Delivered?

A wide range of technological options are

available to the distance educator. They fall into

four major categories.

FT 1-2


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Voiceinstructional audio tools include the

interactive technologies of telephone, audio

conferencing and short-wave radio. Passive (i.e.,

one-way) audio tools include tapes and radio.

Short-wave = gelombang pendek

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VideoInstructional video tools include stillimages such as slides, pre-produced movingimages (e.g., film, videotape), and real-time

moving images combined with audioconferencing (one-way or two-way video withtwo-way audio).

Still images = gambar-gambar tidak bergerak

Moving images = gambar-gambar bergerak

Pre-produced = praproduksi Real-time = langsung

One-way = satu arah two-way = dua arah

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DataComputers send and receive information electronically. For this

reason, the term data is used to describe this broad category of

instructional tools. Computer applications for distance education are varied

and include :

Computer-assisted instruction (CAT)uses the computer as a self-

contained teaching machine to present individual lessons.

Computer-managed instruction (CMI)uses the computer to organize

instruction and track student records and progress. The instruction itself

need not be delivered via a computer, although CAI is often combined

with CMI.

Computer-mediated education (CME)describes computer applications

that facilitate the delivery of instruction. Examples include electronic mail,

fax, real-time computer conferencing, and World Wide Web applications.

Broad = luas, lebar varied = bervariasi track = melacak

Records = rekaman instructional = pengajaran, pembelajaranDeliver = en am aian

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Printis a foundational element of distanceeducation programs and the basis from which allother delivery systems have evolved. Various

print formats are available including : textbooks,study guides, workbooks, course syllabi, andcase studies.

Foundational = mendasar basis = dasar

Evolved = berkembang various = berbagai

Print = cetakan syllabi = silabus

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Which Technology is The Best?

Although technology plays a key role in the delivery ofdistance education, educators must remain focused oninstructional outcomes, not the technology of delivery.The key to effective distance education is focusing on theneeds of the learners, the requirements of the content,and the constraints faced by the teacher, before selectinga delivery system. Typically, this systematic approach will

result in a mix of media, each serving a specific purpose.Key role = peran kunci educators = tenaga pengajar

outcome = hasil needs = kebutuhan

Constraint = hambatan/halangan typically = biasanya

Approach = pendekatan

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Key Players in Distance Education

The following briefly describes the roles of thesekey players in the distance education enterprise andthe challenges they face.

Students Meeting the instructional needs ofstudents is the cornerstone of every effectivedistance education program, and the test by whichall efforts in the field are judged. Regardless of the

educational context, the primary role of the studentis to learn.Briefly = secara singkat enterprise = perusahaan

Cornerstone = dasar utama judged = dinilai

Regardless = terlepas

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FacultyThe success of any distance education

efforts rests squarely on the shoulders of the

faculty. In a traditional classroom setting, the

instructors responsibility includes assemblingcourse content and developing an

understanding of student needs. Special

challenges confront those teaching at a distance.Effort = usaha/upaya squarely = secara jujur

Assembling = menyusun/merancang content = isi

Confront = berhadapan

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FacilitatorsThe instructor often finds it beneficial torely on a site facilitator to act as a bridge between thestudents and the instructor. To be effective, a facilitatormust understand the students being served and the

instructors expectations. Most importantly, thefacilitator must be willing to follow the directiveestablished by the teacher. Where budget and logisticspermit, the role of on-site facilitators has increasedeven in classes in which they have little, if any, content

expertise. At a minimum, they set up equipment,collect assignments, proctor tests, and act as theinstructors on-site eyes and ears.Beneficial = bermanfaat expectation = harapan

Directive = arahan expertise = keahlian

Proctor = mengawasi

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Support staffThese individuals are the silent heroesof the distance education enterprise and ensure thatthe myriad details required for program success aredealt with effectively. Most successful distance

education programs consolidate support servicefunctions to include student registration, materialsduplication and distribution, textbook ordering,securing of copyright clearances, facilities scheduling,processing grade reports, managing technical

resources, etc. Support personnel are truly the gluethat keeps the distance education effort together andon track.Myriad = jumlah besar, banyak duplication = penggandaan

Copyright clearances = urusan hak cipta

managing = mengelola on track = pada jalurnya

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AdministratorsAlthough administrators are typically influential inplanning an institutions distance education program, they often losecontact or relinquish control to technical managers once the programis operational. Effective distance education administrators are morethan idea people. They are consensus builders, decision makers, and

referees. They work closely with technical and support servicepersonnel, ensuring that technological resources are effectivelydeployed to further the institutions academic mission. Mostimportant, they maintain an academic focus, realizing that meetingthe instructional needs of distant students is their ultimateresponsibility.Influential = berpengaruh relinquish = melepaskan

Referee = wasit resources = sumber daya

Deployed = digunakan to further = untuk memajukan

Maintain = mempertahankan/memelihara

Ultimate = utama

FT 2-5


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