Students’ Response on Collaborative Translation Model

DOI

10.2991/eltlt-18.2019.2How to use a DOI?

Keywords

response; collaborative translation model, Tripartite Cycle Model

Abstract

Translation is a complicated activity for students to do individually. They face many linguistic and cultural problems alone, so their products of translation are poor grammatically, lexically, and mechanically. Through this research I surveyed their response and described how their opinions on the application of Tripartite Cycle Model (TCM) as a collaborative translation model were. The TCM is a model of translating process in a group or collaboratively. This model involves three parties (author, translator, and rater) in one process or activity of translation. In this research I used a qualitative survey by distributing an electronic questionnaire to 84 students of translation class. The questionnaire was designed by using the Google form shared to the students’ WhatsApp group and the research data were displayed in the charts. Significantly the research findings showed that the students liked translation in a group (43%), translation individually was more difficult than in a group (32%), translation product of individual translator was less accurate (52%), translation process in a group was easier (50%), translation in a group made them easier to understand the meaning (43%), translation in a group led them translate a text faster (52%), translation product in a group was sometimes clearer, more accurate, and natural (41%), and collaborative translation is better (56%). It can be concluded that the TCM as the collaborative translation model gives significant effects on the process and product of translation.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Rudi Hartono
PY  - 2019/06
DA  - 2019/06
TI  - Students’ Response on Collaborative Translation Model
BT  - Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018)
PB  - Atlantis Press
SP  - 11
EP  - 15
SN  - 2352-5398
UR  - https://doi.org/10.2991/eltlt-18.2019.2
DO  - 10.2991/eltlt-18.2019.2
ID  - Hartono2019/06
ER  -