Week 5 Module 6.pptx

7/30/2019 Week 5 Module 6.pptx

http://slidepdf.com/reader/full/week-5-module-6pptx 1/30

Translation 35th Class Module 6

Robby Christian

[email protected]

Universitas Terbuka

Korea Selatan



• English is not a foreign language. It is aninternational language.

• 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), except inlaw / legal documents

– Flow must be smooth

Introduction



• Steps in translating :

– Read and understand the original language.

– Use dictionaries and encyclopedia as necessary.

– Write the “message” in target language, pay

attention to target language’s format (MD-DM,

SPOK). Don’t get carried away by source

language’s format. – Read the translation. It should give the same

sense and conclusion. Flow should be smooth.

Introduction (2)



• 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 = pulpen merah <> merah pulpen

– Cellphone = telepon seluler <> 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 dipindah –pindah posisinya (awal atau akhir kalimat)

Bahasa Indonesia



• 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)



• Title – S = ?

– P = Membantu

– O = Anak-anak dengan kebutuhan khusus

– Paraphrase = Bantuan Untuk Anak-anakDengan Kebutuhan Khusus

• 1st sentence – S = Penanganan perilaku bermasalah

– P = adalah / merupakan

– O = prioritas utama

– K = di banyak sekolah

• 2nd sentence – 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



• 1st sentence, 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

• 2nd sentence, 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

1-2



• 1st sentence, future tense

– S = kami

– P = (mulai) mengembangkan

– O = sekolah khusus bagi anak bermasalah

– K = bulan depan

• 2nd sentence, 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

1-3



• 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

1-4



• 1st sentence – S = kami

– P = (ingin) mengidentifikasi

– O = permasalahan anak2pada saat memulai

pendidikan• 2nd sentence, future tense

– S = Penilaian kemampuanmembaca dan berhitung atasanak-anak berumur limatahun

– P = (akan) mengidentifikasi – O = dyslexia dan kesulitan

belajar tertentu

– K = sedini mungkin

1-5



• 1st sentence – S = sembilan belas dari dua puluh

anak dengan kebutuhan khusus

– P = sudah berada

– O = di sekolah umum

• 2nd sentence – S = Anak-anak di sekolah khusus

– P = (juga bisa) mendapat

– O = keuntungan dari sekolah umum

– K = secara pendidikan dan secarasosial

• 3rd sentence – S = Teman-teman sekelas mereka – P = (juga akan) mendapat

– O = keuntungan

– K = asalkan ada dukungan yangsesuai

1-6



• 1st sentence, negative sentence – S = Ini

– P = (bukan) merupakan

– O = pendekatan dogmatis

• 2nd sentence – 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

1-7



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

1-8



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 andteacher’s expertise used to

support children with special

needs in mainstream schools.

• 1st sentence (paraphrase)

– S : sekolah khusus

– P : memiliki

– O : peran penting dan berkesinambungan

• 2nd sentence

– 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

• 3rd sentence

– 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

1-9



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.

• 1st sentence

– S : Kami

– P : (akan) membuat / merumuskan

– O : suatu rencana aksi untuk mendorong

peningkatan selama masa kerja parlemen ini

– K : di tahun baru

• 2nd sentence

– S : Rencana aksi ini

– P : (akan) dibuat

– O : bertahap

– K : untuk menghindari penumpukan beban

yang terlalu berat bagi sekolah

• 3rd sentence

– S : Hal ini

– P : merupakan

– O : prioritas utama pemerintah

– K : sembari dana semakin memadai

1-10



• Translating is an active process, not passive.

• Let’s try to apply the steps in formative test.

•

Don’t be afraid to make mistakes. Nomistakes, no progress.

• Per paragraph, 3-5 minutes.

•

When stuck, ask me.

Formative Test



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

FT 1-1a



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

FT 1-1b



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



Voice – instructional 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

FT 1-3



Video – Instructional 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

FT 1-4



Data – Computers 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

FT 1-5



Print – is 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

FT 1-6



Which Technology is The Best?

Although technology plays a key role in the delivery of distance 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

FT 1-7



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 of students 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

FT 2-1



Faculty – The success of any distance education

efforts rests squarely on the shoulders of the

faculty. In a traditional classroom setting, the

instructor’s 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

FT 2-2



Facilitators – The 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

instructor’s 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 theinstructor’s on-site eyes and ears.Beneficial = bermanfaat expectation = harapan

Directive = arahan expertise = keahlian

Proctor = mengawasi

FT 2-3



Support staff – These 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

FT 2-4



Administrators – Although administrators are typically influential inplanning an institution’s 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 institution’s 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



E N D

Date post:	14-Apr-2018
Category:	Documents
Upload:	api-234798698
View:	221 times
Download:	0 times

Week 5 Module 6.pptx

Documents