TOURISM TEXT TRANSLATIONS BY ENGLISH LETTERS AND ... · the last dot in this paper, and Mrs Anna...

TOURISM TEXT TRANSLATIONS

BY ENGLISH LETTERS AND HOSPITALITY STUDENTS:

THE INFLUENCE OF TRANSLATORS’

BACKGROUND KNOWLEDGE

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for Degree of Sarjana Sastra

in English Letters

By

CATHARINA PUTRI LARASATI

Student Number: 134214044

ENGLISH LETTERS STUDY PROGRAM

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

TOURISM TEXT TRANSLATIONS

BY ENGLISH LETTERS AND HOSPITALITY STUDENTS:

THE INFLUENCE OF TRANSLATORS’

BACKGROUND KNOWLEDGE

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for Degree of Sarjana Sastra

in English Letters

By

CATHARINA PUTRI LARASATI

Student Number: 134214044

ENGLISH LETTERS STUDY PROGRAM

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


vii

When you think

you have worked

HARD ENOUGH,

work HARDER

~Kim In Seong


viii

FOR MY SUPPORTIVE FAMILY

Mom, Dad, Brother & Sister


ix

ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for letting me start and finish

this research. Beside Him, I would express my gratitude to my advisor Mr Harris

Hermansyah Setiajid, S.S., M.Hum, who has guided me from first alphabet until

the last dot in this paper, and Mrs Anna Fitriati, S.Pd., M.Hum, as my co-advisor

for her valueable inputs.

I would like to give my deepest gratitude to my parents, my little brother

and sister, also all of my relatives that have been supporting me more than anyone

else has. This thesis can be finished due to their supports, prayers, and patients.

My gratitude also goes to Laura, for being my reminder in my study, Ame,

Sora, Ka Iman that have been silently taking care of me, Farrel that has became

my light during the defense preparation, and also for other friends who send me a

bunch of good luck.

I also express my gratefulness for SF9 and Sung Ha Jung whose songs

accompanied me in the process of creating this thesis. For SF9‟s member, Kim In

Seong who motivated me to always work harder, especially in finishing the thesis.

Besides, my gratitude goes to Miss Wheny from STiPram and the

respondents who kindly help me: Alfin, Palupi, Dea, Hafiz, Naomi and Nanik

The last but not the least, I want to thank my long life cousin, Yohana A.P

for supporting me all day long with words and things.

Catharina Putri Larasati


x

TABLE OF CONTENTS

TITLE PAGE………...………………………………………………….…. ii

APPROVAL PAGE …………………………………………………….…. iii

ACCEPTANCE PAGE…………………………………..…………….…. iv

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH ………………….……………...…. v

STATEMENT OF ORIGINALITY ……………………………..…….…. vi

MOTTO PAGE ………………………………………………………….…. vii

DEDICATION PAGE…………………………………………………...…. viii

ACKNOWLWDGEMENTS………………………………………………. ix

TABLE OF CONTENTS………………………………………………..…. x

LIST OF DIAGRAM CHARTS AND TABLES…………………………. xii

LIST OF ABBREVIATIONS…………………………………………..…. xiii

ABSTRACT……………………………………………………………...…. xiv

ABSTRAK………………………………………………………………...…. xv

CHAPTER I: INTRODUCTION ................................................................ 1

A. Background of the Study ................................................................ 1

B. Problem Formulation ..................................................................... 3

C. Objectives of the Study .................................................................. 4

D. Definition of Terms ........................................................................ 4

CHAPTER II: REVIEW OF LITERATURE ............................................. 6

A. Review of Related Studies ............................................................. 6

B. Review of Related Theories ........................................................... 9

1. Theory of Translation ............................................................... 9

2. Translation Competence........................................................... 9

3. Translation Competence Assessment ....................................... 12

C. Theoretical Framework .................................................................. 16

CHAPTER III: METHODOLOGY ............................................................. 17

A. Area of Research ............................................................................ 17

B. Object of the Study......................................................................... 18

C. Method of the Study ....................................................................... 18

D. Research Procedure ........................................................................ 18

1. Types of Data ........................................................................... 18

2. Data Collection....................................................................... 19

3. Population and Sampling ......................................................... 21

4. Data Analysis ........................................................................... 21


xi

CHAPTER IV: ANALYSIS RESULT AND DISCUSSION ...................... 23

A. The Translation Competence of English Letter Students and

Hospitality Students in Translating Tourism Text Based on

Angelelli‟s Scoring Rubric ............................................................ 24

1. Source Text Meaning ............................................................... 26

2. Linguistic Competence............................................................. 37

3. Textual Competence................................................................. 48

4. Pragmatic Competence............................................................. 57

5. Strategic Competence............................................................... 65

B. The Influence of Translators‟ Background Knowledge Toward

Translators‟ Translation Competence ............................................ 74

1. Bilingual Sub-Competence ...................................................... 75

2. Extra-linguistic Sub-Competence ............................................ 76

3. Strategic and Instrumental Sub-Competence ........................... 77

4. Knowledge About Translation Sub-Competence .................... 78

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

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

APENDICES ................................................................................................... 83

Appendix 1 ........................................................................................... 83

Appendix 2 ........................................................................................... 84


xii

LIST OF DIAGRAMS, CHARTS, TABLES, AND ABBREVIATIONS

LIST OF DIAGRAMS

Diagram 2.1. PACTE‟s Model of Translation Competence Revisited ... 10

Diagram 2.2. Angelelli‟s Scoring Rubric Aspects .................................. 12

LIST OF CHARTS

Chart 4.1 Final score of English Letters and Hospitality students‟

translation ............................................................................... 25

Chart 4.2 Average Score of Source Text Meaning ................................. 26

Chart 4.3 Average Score of Grammar and Mechanic ............................. 37

Chart 4.4 Average Score of Style and Cohesion ..................................... 48

Chart 4.5 Average Score of Situational Appropriateness ....................... 57

Chart 4.6 Average Score of Translation Skill ......................................... 65

Chart 4.3 Average Score of English Letters and Hospitality Students ... 74

LIST OF TABLES

Table 2.1. Angelelli‟s Rubric to Assess Source Text Meaning ................. 13

Table 2.2. Angelelli‟s Rubric to Assess Textual Sub-competence ............ 13

Table 2.3. Angelelli‟s Rubric to Assess Pragmatic Sub-competence ........ 14

Table 2.4. Angelelli‟s Rubric to Assess Micro-linguistic Sub-competence

................................................................................................... 15

Table 2.5. Angelelli‟s Rubric to Assess Strategic Sub-competence .......... 15

Table 3.1. Classification of Data ................................................................ 20

Table 3.2. Source Text Meaning Score ...................................................... 21


xiii

LIST OF ABBREVIATION

AVG : Average

EL : English Letters students

HP : Hospitality students

PACTE : Process in the Acquisition of Translation Competence

and Evaluation

SL : Source Language

ST : Source Text

TL : Target Language

TT : Target Text


xiv

ABSTRACT

Larasati, Catharina Putri. Tourism Text Translations by English Letters

and Hospitality Students: The Influence Of Translators’ Background

Knowledge. Yogyakarta: Department of English Letters, Faculty of Letters,

Sanata Dharma Univerity, 2017.

Translation is a bridge of communication between different languages. As the

bridge, translation should be able to transfer the meaning from the source text to

the target text. Here, a translator has an important role in delivering the message

from author to the readers. However, a translator should have translation

competence to be able to translate a text from source text into the target text. One

of translation competences is an extra-linguistic knowledge which includes the

background knowledge of specific subject. It is assumed that the more

background knowledge the translators have, the better their translation of the

specific subject. To find out how the background knowledge influences translation

competence, it is necessary to narrow down the focus of the research into one

translation genre. This research focuses in the translation of tourism text which is

considered to involve a high degree of cross-cultural and linguistic contact.

Angelelli‟s scoring rubric is used in this study to assess each aspects of the

translation.

There are two problems disscussed in this study. First is to assess the tourism

text translation done by English Letters and Hospitality students. Later the result

will show in which competences English Letters or Hospitality students‟

translation grade better than other and will lead the researcher towards the second

objective. Second objective is to see how the translators‟ background knowledge

influences the translation competences.

The study is a qualitative research using library and survey methods. The

library research method is used to get the theories and any information in order to

reach an understanding and gain knowledge about the topic of this study. The

survey is used to collect the target text data by giving an assignment to the

respondent to translate the source text.

The result of this study shows that the translation done by the English Letter

students are better in the style and cohesion, grammar and mechanic, also the

translation skills aspects, while in the source meaning and situational

appropriateness, Hospitality students are slightly scored higher. Thus, it shows

that the background knowledge influences translation competence with different

kind of knowledge influences different aspect.


xv

ABSTRAK

Larasati, Catharina Putri. Tourism Text Translations by English Letters

and Hospitality Students: The Influence Of Translators’ Background

Knowledge. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra,

Universitas Sanata Dharma, 2017.

Terjemahan adalah jembatan komunikasi antara beberapa bahasa yang

berbeda. Sebagai jembatan komunikasi, terjemahan harus mampu menyampaikan

pesan dari teks sumber ke dalam teks tujuan. Di sinilah seorang penerjemah

memili peran penting yaitu untuk menyampaikan pesan dari pengarang kepada

pembaca. Untuk menjadi seorang penerjemah yang mampu menerjemahkan teks

sumber dengan baik, seorang penerjemah harus memiliki kemampuan terjemahan.

Salah satu kemampuan terjemahan itu adalah pengetahuan linguistik tambahan.

Telah diasumsikan bahwa lebih banyak latar belakang pengetahuan yang dimiliki

oleh para penerjemah lebih baik pula terjemahan mereka pada suatu jenis teks.

Untuk mengetahui bagaima latar belakang penerjemah mempengaruhi

kemampuan terjemahan, pusat dari penelitian ini perlu dipersempit pada satu jenis

teks. Penelitian ini berfokus pada terjemahan teks pariwisata yang dianggap

memiliki linguistik kontak dan pengetahuan antar budaya yang tinggi. Rubiks

penilaian Angelelli digunakan dalam penelitian ini untuk memberikan penilaian

terhadap setiap aspek terjemahan.

Ada dua masalah yang dibahas dalam penelitian ini. Masalah yang pertama

adalah untuk melihat bagaimana nilai terjemahan mahasiswa Sastra Inggris dan

mahasiswa Pariwisata. Yang kedua adalah membahas dalam aspek terjemahan

manakah mahasiswa program studi Sastra Inggris atau mahasiswa Pariwisata lebih

baik satu dari yang lain untuk melihat bagaimana latar belakang pengathuan

mempengaruhi kemampuan terjemahan.

Penelitian ini adalah penelitian kualitatif menggunakan metode studi pustaka

dan tinjauan. Metode studi pustaka digunakan untuk mengumpulkan teori-teori

dan segala informasi yang dibutuhkan untuk memahami dan memperoleh

pengetahuan mengenai topik penelitian ini. Metode tinjauan digunakan untuk

mengumpulkan data teks terjemahan dengan memberikan tugas kepada responden

untuk menerjemahkan teks sumber

Hasil dari penelitian ini menunjukan bahwa terjemahan oleh mahasiswa

Sastra Inggris lebih baik dalam aspek gaya dan kepaduan, tata bahasa, dan juga

kemampuan terjemahan, sedangkan untuk aspek arti teks sumber dan kesesuaian

dengan situasi, mahasiswa Pariwisata memperoleh nilai yang lebih tinggi. Hal

tersebut menunjukan bahwa latar belakang pengetahuan memiliki pengaruh

terhadap kemampuan terjemahan dengan jenis pengetahuan yang berbeda

mempengaruhi aspek yang berbeda.


1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is an important thing in communication. In the world we are

living on, there are billions language used, whether it is spoken or written, by

billions of people. In this modern era, people with different languages need to

communicate with each other in order to gain any information needed. Here,

translations take important rule of bridging the communication between people

with different languages.

As the bridge of communication, the translations must be able to deliver

the message from the author of the source text (ST) to the readers of the target text

(TT). By saying, “meaning must be given priority, for it is the content of the

message which is prime importance for Bible translating”, Nida shows the

importance of the priority of meaning in translating a bible. In fact, not only in

translating Bible, in translating any kind of text the meaning of ST should be

given priority for the function of a translation is to deliver the meaning from ST to

TT. If a translation has a perfect target language (TL) system, but the meaning

from the ST is lost, the message would not be received by the TL readers and may

cause the original meaning is not completely delivered to the readers. However,

depend on the genre of the text, the message from a certain word or phrase can be

different from one to another.


2

A text with particular genre uses some terms that have different meaning

from the literary meaning it has, including tourism text. Tourism sector is known

for involving a high degree of cross-cultural and linguistic contact which means it

contains some terms that require knowledge about tourism and also the culture

from both TL and SL to be understood (Chesterman, 2002: 12). For example there

are some hotel specifications that use the term “powder room” to describe toilet or

restroom. Some people without any background knowledge of tourism terms may

translate “powder room” as “ruang dandan” in Bahasa Indonesia where “ruang

dandan” itself means dressing or make up room. This problem triggers the writer

to do a research of tourism text translation.

However, Process in Acquisition of Translation Competence and

Evaluation (PACTE) research group states that there are some competences

should be owned by good translators. The translation competence is made up of a

system of sub-competencies and it activates a series of psycho-physiological

mechanism (Beeby, 2003: 48). PACTE explains in their translation competence

model that bilingual, extra-linguistics, strategic, instrumental, and knowledge of

translation are the sub-competences that build translators‟ competence. Reflecting

from PACTE‟s competences model, Angelelli has developed a grading system to

assess the translation to assess translators‟ competence (Angelelli 2009: 31-41).

Angelelli‟s scoring rubric assesses each important aspects of translation which are

source text meaning, linguistic, textual, pragmatic, and strategic competence.

Thus, Angelelli‟s scoring rubric is used in this study. Using the scoring

rubric, this study specially focuses on finding out translation competence of


3

students with different background knowledge. The researcher chooses English

Letters and Hospitality students‟ translation to be assessed. The reason of

choosing English Letters students to translate the text for this study is that the

students of English Letters have the basic requirement of translating an English

text, which is the comprehension of English, by taking structure I to IV, some

linguistics courses, and they also have the knowledge about translation by taking

translation courses. To fulfill the main goal of this study, finding the influence of

the extra-linguistic sub-competence, the researcher chooses Hospitality students

who are assumed to have more background knowledge about tourism than the

English Letters students.

In brief, this study is to assess the tourism text translation done by English

Letters and Hospitality students. Furthermore, the result is used to see the

influence of background knowledge towards their translation competence.

B. Problem Formulation

From the background of the study, the problems are formulated as follows.

1. How good is the competence of English Letters and Hospitality students in

translating tourism text measured by Angelelli‟s scoring rubric?

2. How does the background knowledge influence the competence of English

Letters and Hospitality students in translating tourism text?


4

C. Objectives of the Studies

There are two objectives of the study. First is to see the competence of

English Letters and Hospitality students in translating tourism text using

Angelelli‟s scoring rubric. Later the result will show in which competences

English Letters or Hospitality students‟ translation grade better than other and will

lead the researcher towards the second objective. Second objective is to see how

the translators‟ background knowledge influences the translation competences.

D. Definition of Terms

English Letters students are the seventh semester students of English

Letters of Sanata Dharma University who has taken both translation one and two.

The students that participated in this study are picked randomly 2 students from

class A, 2 students from class B, and 1 student from class C.

Hospitality students are the sixth semester students from Hospitality

Study Program of Ambarrukmo Tourism Institute (STiPram). The researcher

choses them because the students of Ambarrukmo Tourism Institute nowadays are

known for having a lot of tourism experiences and good English ability, seen in

their active participation in many debate competitions. The students chosen to

participate are those who have taken tourism courses. It is assumed that they who

study tourism have more background knowledge related with tourism.


5

Translators’ background knowledge, also called subject knowledge, is

the knowledge about subject content that the translators have (Beeby 2003: 48). In

this study, the background knowledge is specified to the background knowledge

about the hotel‟s room specification.

Tourism Text is a text which is related with tourism, the business of

providing services such as transport, places to stay, or entertainment for people

who are on holiday. The tourism text used in this study is a text of Thomas

Jefferson suite‟s specification. Thomas Jefferson suite is one of suites provided by

The Jefferson, Washington DC hotel. The text chosen for this thesis is the text that

consists of many tourism terms.


6

CHAPTER II

REVIEW OF LITERATURE

This chapter elaborates the theoretical review used in this study. It

contains the review of related studies, the review of related theories, and

theoretical framework. The review of related studies discusses the studies done by

Suwardhanis, Kim, and Ayu. Both studies have a certain similarities with this

present study. The review of related studies also discusses the translation theories

by Bell, Nida, Taber, the translation competence model by Beeby and Angelelli‟s

scoring rubrics that are used to support the study and the way the researcher uses

those theories is elaborated in theoretical framework.

A. Review of Related Studies

1. Suwardhanis’ “The Translation Accuracy of an Economic[sic] Text by

Student Translators and Paid Translators Related to the Translators’

Competence.”

Suwardhanis in her undergraduate thesis analyzes the economics text

translations done by English Letters students and paid translators. She compares

the translations by the student translators and paid translators by focusing on the

accuracy of the translation. Suwardhanis uses Machali‟s grading system to

measure the accuracy of the translations. The result of measuring the translation

accuracy is used to see both student translators and paid translators‟ competence

in translating economics text.


7

The first objective of Suwardhanis‟ thesis is to measure the accuracy of the

economic text translation done by the paid translators and the student translators.

The other objective is to find out the student and paid translator‟s competence in

translating economic text based on the syllabus of translation course in English

Letters Sanata Dharma University.

This present thesis develops Suwardhanis‟ thesis in different type of text.

While Suwardhanis uses economics text to see the translators‟ competences, this

present thesis uses tourism text. The present researcher does not only stop at

finding the competence, but also does a further analysis on the influence of

translators‟ knowledge background. In her thesis, Suwardhanis uses Machali‟s

grading system and the present researcher uses Angelelli‟s.

2. Kim’s “The Influence of Background Information in Translation:

Quantity vs. Quality or Both?”

In her paper, Kim discusses the influence of background information

toward translation performance. Her analysis of the English translations of Korean

text done by 32 participants shows that background information has more

significant influence than English reading ability. Furthermore she discusses how

quality and quantity of background information influence the translation

performance.

There are two objectives that Kim tries to solve. The first objective is to

see whether translators‟ background information has influences towards the

translation quality or not. The second objective is to find out which aspect

(quantity or quality) influence the translation quality.


8

The focus of this present study is different from Kim‟s study in a way that

the present thesis observes which translation competences influenced by the

background knowledge, not finding which aspect of background knowledge does

influence translation performance. Moreover, this present study only sees the

general background knowledge of tourism and does not go further in dividing the

background knowledge aspects into its quality and quantity.

3. Ayu’s “A Comparative Study of Non-Medical and Medical School

Students’ Competence in Translating Medical Text”

The undergraduate thesis written by Ayu discusses the significant

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

text. Furthermore, she assesses the translations from both students using

Angelelli‟s scoring rubric. Ayu‟s thesis proves that translators‟ background affects

the translation they produce.

There are two objectives formulated in her thesis. The first objective

discusses the significant different of Non-Medical and Medical School students in

translating medical text. The second objective is to find out the translation

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

text based on Angelelli‟s scoring rubric.

The present thesis develops Ayu‟s thesis in different type of text. The

present researcher uses tourism text as the focus, while Ayu uses medical text.

Besides, the present researcher does further discussion on what influence does the

translators‟ background knowledge have towards their translation competence.


9

B. Review of Related Theories

1. Theories of Translation

According to Bell, “translation is the expression in another language of

what has been expressed in source language preserving semantic and stylistic

equivalence,” (Bell, 1991: 5). It means that a translation will have another form

that different from the source language as every language has its own form.

However, a translation product should be equivalent with the source text.

Bell‟s definition of translation is supported by Nida and Taber through

their explanation of translating. They say, “translating consists in reproducing the

receptor language the closest natural equivalent of the source-language message,

first in terms of meaning and secondly in terms of style” (Nida, 1982: 12). They

supported Bell‟s definition in a way that a translation should be as equivalence as

possible to the source text not only in the meaning or linguistic component, such

as semantic and stylistics. A translation should be equivalence in both of them.

2. Translation Competence

According to Beeby as a part of PACTE translation competence is an

underlying system of knowledge made up of some sub-competences and it

activates a series of psycho-physiological mechanism needed to translate (Beeby,

2003: 47-48). The knowledge itself is divided into declarative knowledge and

procedural knowledge. The declarative knowledge consists of knowing what (e.g.

knowing what web pages or book that provide any useful information for the

translator), while the procedural knowledge consists of knowing how (e.g.

knowing how to use a certain web page). Using declarative and procedural


10

knowledge concept as the base, PACTE divides the sub-competence into 5 sub-

competences, the bilingual sub-competence, extra-linguistic sub-competence,

knowledge about translation sub-competence, instrumental sub-competence, and

strategic sub-competence. Diagram 2.1 shows a model of translation competence

by PACTE

Diagram 2.1. PACTE’s Model of Translation Competence Revisited

Bilingual sub-competence is the procedural knowledge needed to

communicate in two languages which includes linguistic knowledge in the two

languages. Extra-linguistic sub-competence is the declarative knowledge about the

world in general and special areas. This sub-competence includes the knowledge

about source and target culture, called bicultural knowledge, knowledge about the

world in general or encyclopaedic knowledge, and subject knowledge in specific

BILINGUAL

SUB-COMPETENCE

PSYCHO-PHYSIOLOGICAL

SUB-COMPETENCE

KNOWLEDGE ABOUT

TRANSLATION

SUB-COMPETENCE

STRATEGIC

SUB-COMPETENCE

INSTRUMENTAL

SUB-COMPETENCE

EXTRA-LINGUISTIC

SUB-COMPETENCE


11

area. Knowledge about translation sub-competence is the declarative knowledge

of what translation is, how it functions, what method and procedures used, and

knowledge of the work market. Instrumental sub-competence, is the ability to use

documentation source and communication technologies in translating the source

text, while strategic sub-competence, categorized as procedural knowledge is the

ability to solve the problem encountered in translating.

The strategic sub-competence is placed in the middle of the diagram

because it controls the translation process. The crucial role of strategic

competence is indicated by PACTE‟s finding that when solving a translation

problem, the translator combines several activities, and links together several

activities, depend on the particular problem (Beeby, 2003: 56). The inter-relation

is drawn with the two ways arrows because it is not only a certain sub-competence

affects another sub-competence, but they both affect each other. Having one of the

sub-competences will help the translator improves in other sub-competences and

lead them to produce a better translation. For example, when the translators with

bilingual sub-competence translate a text, they will plan some strategies such as

gaining as much as possible information about the text‟s subject (extra-linguistic

sub-competence) of SL or TL. They need to have an ability to use the technology

to gather the information or to use the information they get from other sources

(instrumental sub-competence), and it needs the strategic sub-competence to use

the information. He or she also needs to find which translation method and

procedure is best to solve the problem he or she meets in translating the text.


12

Source Text

Meaning

Linguistic

Competence

Textual

Competence

Pragmatic

Competence

Strategic

Competence

Diagram 2.2 Angelelli's Scoring Rubric Aspects

3. Translation Competence Assessment

Angelelli has constructed a working definition with some of instrumental

elements reflected in the PACTE definition of translation competence. Her new

measureable construct includes source text meaning, linguistic competence,

textual competence, pragmatic competence, and strategic competence (Angelelli,

2009: 31).

Angelelli provides a working draft of five-point-scale rubric, consisting of

the indicators for each score in each aspect, to assess a translation with scoring all

elements that from the chart above. The working drafts for source text meaning,

style and cohesion, situational appropriateness, grammar and mechanic, and

strategic aspects are provided as follow.


13

Table 2.1. Angelelli’s rubric to assess source text meaning

Source Text Meaning

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 represented 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 represented 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 minor

themes of the ST and the manner in which they are represented in the ST. There

may be evidence of occasional errors in interpretation but the overall meaning of

the ST is appropriately communicated in the T.

2 T contains elements that reflect a flawed understanding of the major and minor

themes of the ST and the manner in which they are represented 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.

The assessment is to measure how TT reflects or fails to reflect an

understanding of the themes of ST. The obvious misinterpretation of ST can be

seen as the indicator of problems with ST‟s comprehension, while a successful

communication of ST‟s meaning can be considered as having high comprehension.

Table 2.2. Angelelli’s Rubric to Assess Textual Sub-Competence

Style and Cohesion (addresses textual sub-competence)

5 T is very well organized into sections and/or paragraphs in a manner consistent

with similar TL text. 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 text. 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 text. The T style is clumsy. There are occasional awkward or

oddly placed elements.

2 T is somewhat awkwardly organized into sections and/or paragraphs in a manner

inconsistent with similar TL text. The T style is clumsy. It does not flow together

and has frequent awkward or oddly placed elements.

1 T is disorganized and lack divisions into coherent sections and/or paragraphs in a

manner inconsistent with similar TL text. T lack style. T does not flow together.

Sentences and ideas seem unrelated.


14

TT style and cohesion is the reflective of translator‟s knowledge of the

ways in which texts are linked and organized into documents in the given TL

genre. Knowledge of style is seen as an ability to segment text appropriately into

sections and/or paragraphs, while knowledge of cohesive is seen as the device and

the rules for creating a coherent text that is reflected in the flow of the text to the

degree which it seems to form a single unit.

Table 2.3. Angelelli’s Rubric to Assess Pragmatic Sub-Competence

Situational Appropriateness (addresses pragmatic sub-competence)

5 T shows a masterful ability to address the intended TL audiences and achieve the

translation 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 to address the intended TL audiences and achieving the

translation 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 audiences and achieve the

translation 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 audiences and achieve the


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 address the intended TL audiences and achieve the


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.

Situational appropiateness is a measure of translator‟s ability to employ

the functional and socio-cultural aspects of the target language in the translation.

The functional aspects are judged by the degree to which the TT is achieving the

intended TL use, while the socio-cultural aspects are judged in TT‟s use of an


15

appropriate marker of register such as degree of formality in phrasing and word

choice.

Table 2.4. Angelelli’s Rubric to Assess Micro-Linguistic Sub-Competence

Grammar and Mechanics (addresses micro-linguistic sub-competence)

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 of control of TL grammar, spelling, and punctuation. T has

frequent minor errors. 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.

Grammar and mechanics scoring includes spelling, punctuation, and other

convention of the writing and grammar. It addresses linguistic competence in TL.

This category together with meaning is the category most frequently used by

professional association or schools while scoring translation test.

Table 2.5. Angelelli’s Rubric to Assess Strategic Sub-Competence

Translation Skill (addresses strategic sub-competence)

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 overcome translation

problems. No obvious error in the use of resource materials is 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 translation problems. Numerous

major and minor translation errors lead to a serious flawed translation. Reference

materials and resources are consistently used improperly.


16

Translation skill is meant to include the application of strategies to

translation problem and the use of resource material. It includes the degree of

success in the use of reference in overcoming gaps in language or topic

knowledge. This skill is measured by how well the TT reflects the identification

of translation problem and successful solutions to them.

C. Theoretical Framework

The researcher applies the definition of translation described by Bell,

supported by Nida and Taber, the definition of translation‟s competence by Nida,

and the model of translation competence by Beeby as the basic understanding to

the topic being discussed in this study. The most important thing is to know what

translation is and to understand the concept of translation competence. As

translation competence build by a system of sub-competences, the sub-

competences become the important aspect in translating. Thus, Angelelli‟s

scoring rubrics is used to assess each translation ability or sub-competence of

each translator that the researcher observes. The second problem of this study

can be answered using the discussion of translation competences theory and the

result of translation assessment.


17

CHAPTER III

METHODOLOGY

This chapter elaborates the methodology applied to answer the problems

stated in table formulation on chapter I. It divided into four sections, which are

area of research, object of the study, method of the study, and research procedure.

The first section, area of research, discusses the specific area of translation

worked on. The object of the study explains what is observed as the object of this

study, while method of the study discusses the research methods used for the

study. The research procedure describes the steps of completing the study in detail.

D. Area of Research

This study takes genre translation as the area of research since it deals with

tourism text. Tourism text is known for involving a high degree of cross-cultural

and linguistic contact (Chesterman, 2002: 12). There are some terms in tourism

text that will be hardly understandable or even lead to misunderstanding for them

without background knowledge about tourism and also the culture from both TL

and SL. Thus, it is considered necessary to test and analyze the respondent in

translating tourism text in order to find out their translation competences and how

their knowledge background influences those competences by focusing in tourism

terms appear on the text. The translators‟ competence can be assessed by their

ability in translating the terms from SL to TL.


18

E. Object of the Study

This study uses tourism text entitled “Thomas Jefferson Suite” taken from

room‟s specification section of The Jefferson Hotel‟s official website as the

source text. The tourism text was translated into the target text by six respondents

which are three Hospitality students and three English Letter students. The results

of their translations are used as the object of this study. The objects analyzed for

this study consisted of words and phrases related to tourism.

F. Method of the Study

The study was a qualitative research using library and survey methods.

The library research methods used to get the theories and any information in

order to reach an understanding and gain knowledge about the topic of this study.

The survey is used to collect the target text data by giving an assignment to the

correspondent to translate the source text.

G. Research Procedure

4. Types of Data

There are two objectives used in this study. The first one is the tourism

text entitled “Thomas Jefferson Suite” taken from The Jefferson Hotel‟s official

website, www.jeffersondc.com , on hotel suits‟ specification section. Actually,

there are several room specifications besides “Thomas Jefferson Suite”, but to

make the respondents enjoy translating the source text only one room


http://www.jeffersondc.com/

19

specification that was chosen. The second one is the chosen tourism text that

had been translated by the respondents. It is used as the target language analysis.

The target text data were obtained from two groups of respondents with

different background. The first group consists of three English Letters‟ students

of Sanata Dharma University in seventh semester. The second group consists of

three Hospitality students from a well-known tourism institute in Yogyakarta,

Ambarrukmo Tourism Institute. All Ambarrukmo Tourism Institute‟s students

are in the sixth semesters when the data collection was conducted.

5. Data Collection

The data used for this research were obtained through the respondents.

First, the researcher looked for the official website of travel agents or hotels that

use English, without any grammatical mistake or typo, as their language. After

deciding the website, the researcher chose one paragraph that consists a lot of

tourism terms. Then, the terms that might raise problems were marked to make it

easier to be analyzed.

When the ST preparation was done, the students chosen to be respondents

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

the writer and the respondents reach an agreement, the data collection date was

made.

The data collection was conducted in two different times. The first one

was to collect the English Letters students‟ translations. It was conducted by

gathering the students in a particular place at Sanata Dharma University. The data

collection from Hospitality students was conducted in the next day in particular


20

place in Ambarrukmo Tourism Institute. Both groups were given the ST and

asked to translate it directly in the same day the text was given. They were free to

use any kind of translation tools such as printed or electronic dictionaries and

article or journal related to the topic. To be able to see each respondent‟s

translation, they were not allowed to discuss with each other. The translation done

by two groups were treated as the TT data after classified to differentiate one

sentence with another. The example is shown below:

Table 3.1 Classification of Data

ST/S1 Thomas Jefferson Suite

TT/S1/EL1 Kamar

TT/S1/EL2 Suit Thomas Jefferson

TT/S1/EL3 Kamar Thomas Jefferson

TT /S1/HP1 Kediaman Thomas Jefferson

TT /S1/HP2 Thomas Jefferson Suite

TT /S1/HP3 Thomas Jefferson

in which,

ST : Source Text

TT : Target Text

S1 : number of sentence

EL1 : English Letters student 1

HP1 : Hospitality student 1

After the data was classified, it was assessed by using Angelelli‟s scoring

rubric. It was needed to answer the first problem. Then, the assessment result was

discussed to answer the second problem.


21

6. Population and Sampling

As there are 7 sentences that are translated by 6 respondents, the data

populations used in this study are 42 data used without any sampling because all

TT data were analyzed and discussed.

7. Data Analysis

In order to answer the problem formulation stated in the first chapter, there

were some steps taken to analyze the data. Firstly, the translations from all

respondents were put in the data table. Then, the translations were analyzed by

applying Angelelli‟s translation competence theories, based on Beeby‟s theories,

to find out the problem occurs in the translations.

Next the translations were scored using Angelelli‟s scoring rubrics. This

was done by repeatedly matching the analysis of each sentence with the indicator

in each aspect to get suitable score. It is important to pay attention to the

explanations served in the indicator. After each aspect was assessed, the results

were calculated using Microsoft Excel 2010. From the result, it can be seen what

influence the background knowledge has toward translators‟ competence.

Table 3.2. Source Text Meaning Score

ST/S1 Thomas Jefferson Suite Score

TT/S1/EL1 Kamar 3

TT/S1/EL2 Kamar Thomas Jafferson 4

TT/S1/EL3 Kamar Thomas Jefferson 4

TT /S1/HP1 Kediaman Thomas Jefferson 2

TT /S1/HP2 Thomas Jefferson Suite 5

TT /S1/HP3 Thomas Jefferson 2


22

In source text meaning aspect, EL1 got score 3 because the overall

meaning of the ST is appropriately communicated in his translation, while HP1

and HP3 got score 2 because their translations reflect flawed understanding of the

ST‟s themes and their translations consists errors in interpretation that lead to the

meaning of the ST is not being fully communicated in their translations. EL3 and

HP2 got the higher score as their translations reflect the complete understanding

of the ST‟s themes and the meaning is proficiently communicated in their

translation. EL2‟s translation is considered to have reflected detailed and nuanced

understanding of the ST‟s themes and EL2 masterfully communicates the

meaning of ST through his translation.

Following Angelelli‟s scoring rubric, the writer did not only assess the

source text meaning quality of the TT. Besides the source meaning aspect, the

style and cohesion, situational appropriateness, grammar and mechanic, also the

translation skills shown in each TT were also assessed.


23

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

This chapter is divided into two sections to answer two problems which

are formulated in chapter one. The first section discusses the students‟

competence and the second section discusses the influence of background

knowledge.

The first section concerns with the translation assessment of English

Letters and Hospitality students. There are 7 sentences that are translated by 6

respondents which mean the amount of the data analyzed in this research is 42

sentences. Angelelli‟s scoring rubric is used to assess the data. The rubric is

divided into five which aims to include all important elements to be scored. After

assessing all data base on all five important elements, the scores of English Letters

students‟ translation are compared with the scores of Hospitality students‟

translations to find out whose translation competences are better.

The second section concerns with the influence of background knowledge

toward the students‟ competence. The result of Angelelli‟s scoring rubric in the

first section is discussed further base on PACTE‟s model of translation

competence. This analysis reveals how translators‟ background knowledge

influences translators‟ competence.


24

A. The Translation Competence of English Letter Students and

Hospitality Students in Translating Tourism Text Based on Angelelli’s

Scoring Rubric

Each datum that has been analyzed using Angelelli‟s scoring rubric is

discussed in this section. By using Angelelli‟s scoring rubric, all elements, which

are source text meaning, linguistic, textual, pragmatic, and strategic competence,

needed to translate can be assessed. Thus, this section is divided into five sub-

sections where each section discusses the competence of the student pruposed by

Angelelli.

Angelelli‟s scoring rubric is a five-point-scale scoring rubric which means

it has scale from one to five. The score 1 is given for a translation which reflects

translator lacks of ablity in certain competence. The score 2 is given for a poor

performance reflects of translating the ST. Score 3 shown a point where there is

an evidence that the translator has skill but slightly below the profiencent skill. If

the translator has reach desired level of performance, score 4 is given. Score 5 is

seen as the reflection of outstanding performance in certain competence. The

following chart is the final score of the finding score by using Angelelli‟s scoring

rubric.


25

Chart 4.1 Final score of English Letters and Hospitality students’ translation

The final score is the calculation of each translator‟s average score that is

came from calculating all five aspects of Angelelli‟s scoring rubric. The following

formula is used to find the final score.

Score =

Score EL1 = Score HP1 =



68 62.4

65 70.2

64.6 58.8

0

10

20

30

40

50

60

70

80

90

100

English Letters Students Hospitality Students


26

The number 67.4 in the chart shows the final score of EL1‟s translation

competence which is a result of calculating five rubric aspects‟ average scores.

The avg in the formula above is the translator‟s average score that is gained from

calculating all five aspects‟ average scores from each translator. The score for

each aspect is explained more in each aspects discussion.

In each sub-section, both ST and the translation are presented in one table.

The sentence written in the gray table is the ST, while the translations are written

in the white table. TT/S2/EL(number) is the translation of English Letters student

and TT/S2/HP(number) is the translation of Hospitality students.

1. Source Text Meaning

Chart 4.2. Avarage Score of Source Text Meaning

2.86 2.71

3.14 3.43

2.43 2.71

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5



27

Chart 4.2 shows the average score of each respondent in source text

meaning aspects. It is the result from calcuting all sentences‟ score in terms of

source text meaning aspects. From the chart, it can be seen that Hospitality

students has higher score than English Letters students for source text meaning.


TT/S1/EL1 Kamar 3






EL1 shows a general understanding of the ST with translating the head of

the ST‟s sentence. However, the omission of “Thomas Jefferson” is the evidence

of uncomplete understanding of the ST. The name Thomas Jefferson is necessary

because it specifies the room which is explained.

Similar with EL1, HP3 also omits a word. The word omitted by HP3 is

“suite” which is the head of the sentence. The omission of the head makes

“Thomas Jefferson” which functions as adjective in ST becomes a noun in TT.

Thus lead to the meaning of ST not fully being communicated in the translation.

The message of ST about “suite” also is not fully communicated in TT /S1/HP1.

TT /S1/HP1 interprets the term “suite” into “kediaman”. It is inappropriate since it

shares different meaning.

EL2 and EL3 have the same translations. The meaning of ST is

appropriately communicated in their translations since the term “kamar” in TL

shares similar meaning of “suite” and they keep the name of the suite as it is.


28

In TT /S1/HP2, HP2 does not translate the term “suite” into TL, instead she keeps

it in TL. Without being translate, the meaning of term already being

communicated since the term is used many times by most hotels without

translating it in TL.

ST/S2 This expansive luxurious hotel suite commands views of the

Washington Monument, the White House and surrounding city

from five Juliet balconies which open to allow in fresh air.

Score

TT/S2/EL1 Hotel yang mewah nan luas ini menyuguhkan pemandangan

Monumen Washington, Gedung Putih, dan kota di sekitarnya

yang bisa kita lihat dari lima balkon Juliet. Kita juga bisa

menghirup udara segar ketika kelima balkon di buka.

4

TT/S2/EL2 Kamar hotel yang mahal dan mewah ini menawarkan

pemandangan dari monumen Washington, Gedung putih dan

kota disekitarnya dari balkon lima Juliet dengan udara sejuk.

2

TT/S2/EL3 Kamar hotel yang mewah dan megah berpadu dengan

pemandangan Monumen Washington, Gedung Putih, dan

pemandangan sekitar lima balkon Juliet yang menyegarkan.

2

TT/S2/HP1 Hotel besar dan mewah ini memiliki pemandangan monument

Washington, White House dan keadaan sekitar kota dari balcony

lima Juliet yang terbuka untuk membiarkan udara segar masuk.

3

TT/S2/HP2 Hotel mewah dan luas ini menyuguhkan beberapa pemandangan

seperti Monumen Washington, White House dan sekitar kota dari

Balcony Five Juliet yang mana terbuka sehingga memungkinkan

udara segar masuk.

3


seperti Monumen Wash, Istana Negara dan sekitar kota dari

balkon Five Juliet yang mana terbuka sehingga memungkinkan

angin segar masuk.

3

TT/S2/EL1 only contains an error in interpretation of the term “hotel

suite”. By ommiting the word “suite”, it changes the message of original sentence

which explain about a kind of hotel suite, not the hotel itself. However, EL1 still

able to proficienly communicated the meaning of ST.

The same mistake occurs in TT/S2/HP1, TT/S2/HP2, and TT/S2/HP3.

Besides, the translation of all hospitality students contains an error interpration of

the term “five Juliet balconies”. TT/S2/EL2, TT/S2/HP1, and TT/S2/HP3 share


29

the same meanning that the view can be enjoyed from a balcony named Five Juliet

and TT/S2/HP2 shares meaning that the view can be enjoyed from a place named

Balcony Five Juliet, while the ST shares meaning that the view can be enjoyed

from five balconies which named Juliet. This error leads to the meaning of ST not

fully being communicated.

EL3 translates the word “expansive” into “megah”. This translation is not

appropriate since the word “megah” in TL shares different meaning. “Megah”

means looking awesome from the size, the aesthetic point and so on, while

“expansive” means covering a large amount of space. Another error is seen in the

translation of “surronding city”. EL3 ommits “city” in her translation and creates a

new meaning that the suite commands a view of around five Juliet balconies.

ST /S3 The master bedroom features a King bed with custom linens and

the suite's grand salon with walnut parquet flooring gives way

to a gas fireplace.

Score

TT/S3/EL1 Kamar VIP di hotel tersebut terdapat ranjang rajani dengan

berhiaskan kain linan, juga disediakan ruangan tamu yang

megah dengan lantai kayu pohon kenari yang di bawahnya

terdapat saluran gas menuju perapian penghangat.

2

TT/S3/EL2 Kamar tidur utama berisi sebuah tempat tidur besar dengan

sprei khusus dan salon mewah dengan lantai kayu kenari untuk

memberi jalan gas dari perapian.

2

TT/S3/EL3 Kamar tidur utama dilengkapi dengan tempat tidur King-size

dengan jahitan linen khusus serta bar megah dialasi lantai

walnut yang memberi ruang untuk gas.

2

TT/S3/HP1 Master bedroom memiliki fasilitas king bed dengan kostumisasi

sprei dan ruangan yang besar yang memiliki lantai bermotif

kayu walnut yang berarah keperapian.

4

TT/S3/HP2 Kamar tidur yang sangat luas menonjolkan tempat tidur dengan

ukuran besar beserta sprei yang sangat pas dan ruang tamu yang

sangat besar dengan lantai motif kayu walnut yang mengarah ke

perapian / tungku.

4

TT/S3/HP3 Kamar tidur yg sangat luas menonjolkan tempat tidur dg ukuran

besar beserta sprei yang sangat pas dan ruang tamu yg sangat

besar dg lantai motif kayu walnut yang condong kepada

perapian/tungku.

4


30

The term “kamar VIP” in TT/S3/EL1 is not appropriate since it shares

different meaning with term “master bedroom” as “kamar VIP” means a bedroom

for important people, while “master bedroom” in ST means the main bedroom.

The translation “... lantai kayu pohon kenari yang di bawahnya terdapat saluran

gas menuju perapian penghangat” is inappropriate. It does not fully transfer the

meaning of ST. There is no decription in ST that there is a place for gas under the

walnut floor.

EL2 and EL3 use the closest term in TL for translating “master bedroom”

which is “kamar tidur utama”. However, the meaning of ST is not fully

communicated due to their similar errors with EL1 in translating “... with walnut

parquet flooring gives way to a gas fireplace.” Three of them cannot deliver the

meaning of the floor that give a space for the guest to the fireplace that works with

gas, instead they share a meaning of there is a space under the floor for the gas to

flow to the fireplace.

HP1 keeps the term “master bedroom” in SL. It is acceptable since the

meaning is still proficiently communicated in TT/S3/HP1. The term often occurs

with SL in TL tourism text.

TT/S3/HP2 and TT/S3/HP3 proficiently communicate the meaning of ST

by put an explanation to describe the term “master bedroom.”


31

ST/S4 A warm and cozy seating area allows for guests to take in

striking Downtown DC views from one of the balconies, and a

separate formal dining room for 10 is ideal for an intimate

dinner party in the privacy of the suite.

Score

TT/S4/EL1 Ruangan untuk bersantai yang hangat nan nyaman tersedia

untuk pengunjung sehingga memungkinkan mereka untuk

menikmati pemandangan Downtown DC dari salah satu

balkon. Selain itu, tersedia juga ruang makan formal terpisah

untuk 10 orang, sangat ideal untuk pesta makan malam

bersama kerabat.

4

TT/S4/EL2 Sebuah tempat yang hangat dan nyaman bagi para pengunjung

untuk duduk menikmati pemandangan kota DC dari salah satu

balkon, dan sebuah ruang makan formalyang terpisah untuk

sepuluh orang menawarkan pesta makan malam yang intim di

dalam kamar pribadi.

4

TT/S4/EL3 Area peristirahatan yang hangat dan nyaman mengajak

pengunjung menikmati pemandangan kota DC dari balkon

kamar mereka, dan ruang makan untuk 10 orang yang sesuai

untuk makan malam private.

4

TT/S4/HP1 Tempat duduk yang hangat dan nyaman memberikan tamu

pemandangan Downton DC yang menarik dari salah satu

balcony, dan ruangan makan malam nan formal di bagi

menjadi 10 bagian sangatlah ideal untuk makan malam yang

romantis di tempat yang private.

2

TT/S4/HP2 Area tempat duduk yang hangat dan menyenangkan yang

memungkinkan tamu-tamu untuk melihat DC Downton yang

menarik dari salah satu balkoni, dan ruang makan yang

terpisah untuk 10 teman untuk tempat makan malam yang

bersifat pribadi dan mewah.

4

TT/S4/HP3 Area tempat duduk yang hangat & menyenangkan yang

memungkinan tamu-tamu untk melihat DC Downtown yang

menarik dari salah satu balkoni. Dan ruang makan yang

terpisah utk 10 orang teman akrab, utk mengadakan pesta

sederhana.

3

EL1, EL2, and EL3 show a complete understanding of the major and

minor themes of the ST. The meaning of ST is proficiently communicated in

TT/S4/EL1, TT/S4/EL2, and TT/S4/EL3.

Despite the spelling mistake by HP2 for the word “balkoni” that should be

“balkon”, TT/S4/HP2 can proficiently communicate the meaning of ST.

There are misinterpretation of “a separate formal dining room for 10” and

“intimate dinner party” in TT/S4/HP1 that cause the intended meaning in ST is


32

not fully communicated. The intended meaning of ST is that there is a formal

dinning room that suit for 10 people, while TT/S4/HP1 shares meaning that there

is a dinning room that is seperated into 10 parts. The word “romantis” in

TT/S4/HP1 is not appropriate to discribe the word “intimate” in ST because

“romantis” has a meaning of something that romance (love) story feeling, while

“intimate” here has a meaning of private and personal.

TT/S4/HP3 contains errors in the translation of “dinner party” and the

spelling of “balkoni” in TL. HP3 ommits the term “dinner” from “dinner party”

and causes a not complete information in her translation. However, in the same

sentence, HP3 has already mentioned “ruang makan” to indicate that the party she

means is a dinner party. Thus, the overall meaning of ST is still appropriately

communicated.

TT/S5 This one-of-a-kind hotel suite also features a daytime sitting

room, kitchen and study, as well as a guest powder room.

Score

TT/S5/EL1 Salah satu tipe ruangan di hotel ini juga dilengkapi dengan

ruang bersantai di siang hari, dapur, ruang belajar, dan toilet.

3

TT/S5/EL2 Satu dari sekian banyak kamr hotel juga menyediakan sebuah

tempat santai saat siang hari, dapur dan ruang belajar, juga

sebuah ruang rias untuk pengunjung.

2

TT/S5/EL3 Kamar ini juga dilengkapi ruang tamu , dapur, dan ruang kerja. 2

TT/S5/HP1 Hotel ini juga menyediakan tempat duduk untuk sehari-hari,

dapur dan tempat belajar yang sangat baik untuk ruangan

tamu.

2

TT/S5/HP2 Salah satu hotel mewah yang juga menyediakan tempat duduk

bersantai di siang hari, dapur dan tempat kerja, dan toilet yang

cukup baik untuk tamu.

3

TT/S5/HP3 Salah satu hotel mewah yg juga menyediakan tempat duduk

bersantai di siang hari. Dapur & tempat kerja serta toilet yg

cukup baik utk tamu.

3


33

There is a similar error appeared in all TT which is the translation of “one-

of-a-kind hotel suite”. Most of the respondents translate the term word by word

without trying to find the similar term in ST, while EL3 and HP1 ommit “one-of-

a-kind”. It causes their translations share different meaning with ST‟s intended

meaning that is special, unique, or the only one room. However, EL1, HP2, and

HP3 still show a general understanding of the ST and deliver the intended

meaning appropriately by translating the features of the suite with the appropriate

TT terms.

On the other hand, EL2 translates the term “dressing room” as “ruang rias”.

The translation is not appropriate since the term “ruang rias”, which means a room

used for doing a make up, in TT/S5/EL2 has different meaning from “dressing

room” in ST which means a restroom. Thus, EL2 cannot deliver the ST‟s intended

meaning completely.

In TT/S5/EL3 and TT/S5/HP1, the respondents omit the term “dressing

room”. The ommissions make both TT/S5/EL3 and TT/S5/HP1 do not completely

deliver the intended meaning of ST for the the main message of ST is to mention

the features that is available in the Thomas Jefferson suite.


34

ST/S6 The Italian marble master bathroom is windowed to allow in

natural light and fresh air, and features a shower with

massaging body sprays, a free-standing soaking tub, two sinks

and intricate mosaic tiling.

Score

TT/S6/EL1 Kamar mandi berhiaskan batu marmer Italia dilengkapi dengan

jendela untuk sirkulasi udara dan jalan masuk cahaya matahari,

dan juga dilengkapi dengan shower dan sprei pijit badan.

Selain itu, ruangan ini dilengkapi juga dengan tabung mandi,

dua bak cuci piring, dan berhiaskan batu-batuan.

2

TT/S6/EL2 Kamar mandi utama dengan marmer gaya italia memiliki

jendela untuk masuknya cahaya alami dan udara segar, ada

juga sebuah pancuran pemijat tubuh, sebuah bak untuk

berendam, dua wastafel dan lantai dengan mosaik berliku.

5

TT/S6/EL3 Kamar mandi bergaya Itali bertemu langsung dengan cahaya

dari luar dan segarnya udara, dilengkapi shower dengan

bodyspray, soaking tub, westafel, dan dinding mosaik.

2

TT/S6/HP1 Kamar mandi di sini memiliki marmer Italia yang memliki

jendela untuk mendapatkan cahaya matahari dan udara segar,

dan memiliki fasilitas shower yang memancurkan air yang

terasa seperti dipijat, bak mandi berdiri dua bak cuci yang

memiliki ubin mosaik.

3

TT/S6/HP2 Marbel Italia yang menjadi tonjolan dari kamar mandi yang

berjendela ke perendaman, dua bak yang meliuk serta ubin

dengan kepingan-kepingan batu.

2

TT/S6/HP3 Marbel Italia yang menjadi ikon dan kamar mandi yg

berjendela perendaman dua bak yg meliuk serta ubin dg

kepingan” batu.

2

TT/S6/EL1, TT/S6/EL3, TT/S6/HP2, and TT/S6/HP3 contain some errors

in translating the terms of ST. The misspelling of the terms “sprei pijit badan” in

TT/S6/EL1 causes the different meaning with “massaging body spray” in ST. The

word “sprei” does not exist in Kamus Besar Bahasa Indonesia (KBBI). However,

when “sprei” is pronounced between Indonesian, it will lead the hearer to the

word “seprai” which means a bed sheet. The terms with closest meaning of “spray”

in Indonesian are “semprotan” or “pancuran”. Besides, there is a mistranslation

occurs in TT/S6/EL1 which is the translation of the term “sink” and “mosaic

tiling.” In dictionary “sink” has the same meaning with “bak cuci piring” in TL,

but the term “wastafel” is the closest term when the theme is bathroom.


35

TT/S6/EL3 contains the mistranslation of the term “mosaic tiling”.

Besides, it has a misspelling of the word “Itali”. Both TT/S6/HP2 and TT/S6/HP3

appropriately translate the term “mosaic tiling” into “ubin dengan kepingan-

kepingan batu” and spell “Italia” correctly. However, both of them cannot deliver

the meaning of “… is windowed to allow natural light and fresh air…” in their

translations. They also omit the term “shower with massaging body spray” and

cause the lost of important information. By the errors, TT/S6/EL1, TT/S6/EL3,

TT/S6/HP2, and TT/S6/HP3 cannot deliver the intended meaning of ST

completely.

There is no obivious error that leads to misinterpretation in TT/S6/EL2

and EL2 mastefuly communicates ST‟s meaning in her translation. In TT/S6/HP1

the whole sentence appropriately delivers the intended meaning of ST despite of

the misused of the conjunction “yang” in “Kamar mandi di sini memiliki marmer

italia yang memiliki jendela…” The used of “yang” can lead to ambiguous

meaning wether the one windowed is the Italian marmer or the bathroom.

ST/S7 All suites offer an entry foyer and unique décor inspired by

Jefferson‟s loves, such as wine, music, books and horticulture,

with original historic period artwork to compliment the

individual motif.

Score

TT/S7/EL1 Seluruh kamar hotel juga dilengkapi dengan serambi dan

dekorasi yang unik yangmana terinspirasi oleh segala sesuatu

yang disukai Jefferson, seperti halnya anggur, musik, buku,

dan tumbuhan dengan karya seni pada period yang

sesungguhnya untuk mendapatkan motif tersendiri.

2

TT/S7/EL2 Semua kamar menawarkan sebuah lobi dan dekorasi unik

terinspirasi dari cinta Jefferson, seperti pada minuman anggur,

musik, buku-buku dan holtikultura, dengan masa sejarah karya

seni yang asli untuk melengkapi tema tersendiri.

3


36




individual motif.

Score

TT/S7/EL3 Semua kamar menawarkan jalan masuk dan dekorasi unik

berupa karya seni periode sejarah yang terinspirasi oleh

kecintaan Jefferson pada anggur, music, buku, dan holtikultur.

1

TT/S7/HP1 Semua ruangan menawarkan tempat tunggu yang hiasan yang

unik terinspirasi dari kecintaan Jefferson seperti wine, musik,

buku, dan buku berilmu perkebunan dengan keaslian periode

sejarah seni lukis yang memiliki pujian dari individu.

3

TT/S7/HP2 Semua ruang mewah mempersembahkan serambi dan dekor

unik yang terinspirasi dari kesukaan Jefferson, seperti wine,

music, buku dan beberapa ilmu perkebunan, dengan sejarah

asli pada masa seni untuk motif tersendiri.

3

TT/S7/HP3 Semua kamar mempersembahkan sebuah keunikan &

kemewahan dekorasi yg terinspirasi dari kecintaan Jefferson,

seperti anggur, music, buku dan peninggalan sejarah dg sejarah

asli pekerja seni untuk memenuhi kebutuhan individual motif.

2

The meaning of ST is not fully communicated in TT/S7/EL1 and

TT/S7/HP3 by the misinterpretations it has. The translation of the term “foyer”

and “horticulture” are not appropriate for it shares different meaning with ST. In

TT/S7/HP3, the misinterpretation is seen in the translation of the term “artwork”

into “pekerja seni”. The ommission of the term “foyer” in her translation causes

the message is not fully communicated in TT/S7/HP3 since it creates different

meaning from ST.

TT/S7/EL2, TT/S7/HP1, and TT/S7/HP2 contain flawed sentence arrangement in

translating “... with original historic period artwork ...” Besides, TT/S7/HP1 has

an error on “... book and horticulture ...” translation. Despite the errors in

TT/S7/EL2, TT/S7/HP1, and TT/S7/HP2, the overall meaning of ST is still

appropriately communicated in all of them.


37

EL3 omits “... with original historic period artwork to compliment the

individual motiv”. The omition causes the lost of ST‟s information in TT/S7/EL3.

It also contains the misinterpretation of the term “foyer” and misspeling of

“horticulture”. Thus, the meaning is not fully communicated on TT/S7/EL3.

2. Linguistic Competence

Linguistic competence is assessed by using Angelelli‟s scoring rubric of

micro-linguistic. The scoring focuses on each translation‟s vocabulary choice and

grammar that include spelling and punctuation. The lower amount of errors leads

to the higher score for the translation.

Chart 4.3. Average Score of Grammar and Mechanics

4.86

3.86

4.23 4

4.71

4.14

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5



38

Chart 4.3 shows the average score of each respondent in grammar and

mechanic aspect which addresses linguistic competence. It is the result from

calcuting all sentences‟ score in terms of grammar and mechanic aspects. From

the chart, it can be seen that English Letters students have significant higher score

than Hospitality students have.


TT/S1/EL1 Kamar 5






All respondents show skillful control of TL spelling and punctuation in

writing the title. Because this sentence is a title, the sentence should be written

with first alphabet on each word is capitalized and without any period. The

difference between each translation is on their vocabularies.

Even though the punctuations and spellings used in TT/S2/EL1 and

TT/S2/HP3 are appropriate, there are similar errors in both of the translation

which are the choice of deleting the word “Thomas Jefferson” in TT/S2/EL1 and

“Suite” in TT/S2/HP3. Using only “kamar” or “Thomas Jefferson” is improper

since it can lead to unappropriated title because the main idea of the text is about a

specific room named Thomas Jefferson.

The vocabulary of “kediaman” in TT/S2/HP1 is not proper since it is not

equivalent with term “suite” in ST. “Suite” refers to a kind of room that features

some kitchen, living room, and others, provided by some hotels, while “kediaman”

refers to a house.


39

In TT/S2/HP2, the term “suite” is kept in SL. This vocabulary is

appropriate since this term is commonly uses by hotels around the world. EL2 and

EL3 use vocabulary of “kamar” for SL term “suite”. The vocabulary of “kamar” is

accepted in TL since it shares the similar meaning with “suite”, but it is better if

the translators used the term “suit”.




Score





5




4




5


Washington, White House dan keadaan sekitar kota dari

balcony lima Juliet yang terbuka untuk membiarkan udara segar

masuk.

3

TT/S2/HP2 Hotel mewah dan luas ini menyuguhkan beberapa

pemandangan seperti Monumen Washington, White House dan

sekitar kota dari Balcony Five Juliet yang mana terbuka

sehingga memungkinkan udara segar masuk.

3


pemandangan seperti Monumen Wash, Istana Negara dan

sekitar kota dari balkon Five Juliet yang mana terbuka sehingga

memungkinkan angin segar masuk.

3

There is no spelling and punctuation mistake in TT/S2/EL1 and

TT/S2/EL3. The vocabularies used are appropriate to deliver the meaning of ST.

In TT/S2/EL2, the word “lima” should be placed before “balkon” in order to

create the intended meaning of ST. When the word “lima” placed after “balkon” it

create meaning of there is balcony named Five Juliet. It shares different meaning


40

with ST which is there are five balconies named Juliet. Another mistake in this

translation is seen on the translation of term “White House” into “Gedung putih”.

The first alphabet of word “putih” should be capitalized since it is a part of place

name, “Gedung Putih”.

TT/S2/HP1 also shares different meaning with ST by the placing of word

“lima” before “balcony”. Besides, the word “balcony” is supposed to be in italic.

In TL‟s grammar, a word from foreign language, except name of place, should be

in italic. There is also misspelling in the translation of “monument”. It supposed

to be “monumen” in TL with the “m” in capital.

The capitalization of “Balcony Five” in TT/S2/HP2 and “Five” in

TT/S2/HP3 are not appropriate since it will share different meaning with the

intended meaning of ST. Since it is in capital, the phrase in TT/S2/HP2 means

place named Balcony Five Juliet and the phrase in TT/S2/HP3 means a balcony

named Five Juliet.

El2, HP1, HP2, and HP3 do not use a comma after the translation of

“White House”. According to TL‟s grammar, when mentioning more than two

options, a comma should be placed after each option, including the one before the

conjunction. However, the sentences are still understandable and have no

ambiguity meaning without the comma.


41

ST /S3 The master bedroom features a King bed with custom linens

and the suite's grand salon with walnut parquet flooring gives

way to a gas fireplace.

Score





4


sprei khusus dan salon mewah dengan lantai kayu kenari untuk


4




5

TT/S3/HP1 Master bedroom memiliki fasilitas king bed dengan

kostumisasi sprei dan ruangan yang besar yang memiliki lantai

bermotif kayu walnut yang berarah keperapian.

3

TT/S3/HP2 Kamar tidur yang sangat luas menonjolkan tempat tidur

dengan ukuran besar beserta sprei yang sangat pas dan ruang

tamu yang sangat besar dengan lantai motif kayu walnut yang

mengarah ke perapian / tungku.

5

TT/S3/HP3 Kamar tidur yg sangat luas menonjolkan tempat tidur dg

ukuran besar beserta sprei yang sangat pas dan ruang tamu yg

sangat besar dg lantai motif kayu walnut yang condong kepada

perapian/tungku.

3

TT/S3/EL1 shows a proficient control of grammar, spelling and

punctuation. However, “Kamar VIP di hotel tersebut terdapat ranjang rajani …,”

sounds a bit strange. The translation will be better if the preposition “di” in “di

hotel” is moved into before “Kamar VIP” because in TL “terdapat” should be

followed by expression of place with the preposition “di”. The preposition “di” in

“di hotel” is not an expression of place to complete the word “terdapat”, instead it

is to explain “Kamar VIP”.

TT/S3/EL2 and TT/S3/HP2 contain a spelling mistake of “sprei” which

supposed to be “seprai”. It is still appropriate for the translation because the

misspelling does not share different meaning with ST. The grammar, punctuation,

and vocabulary are well used by EL2.


42

EL3 has no mistake on grammar, spelling, and punctuation. Besides, the

vocabularies used in TT/S3/EL3 are appropriate to deliver ST meaning in TL.

Meanwhile, HP1 has several mistakes in his translation. The term “Master” and

“king bed” in TT/S3/HP1 should be in italic since it is a foreign term for TL.

There is also a repetition of conjunction “yang” in “ruangan yang besar yang

memiliki lantai bermotif …” The first “yang” is better to be omitted in order to

avoid unnecessary repetition. HP1 also improperly uses prefix “be(r)-” in the

word “berarah”.

HP3 uses abbreviation for the conjunction “yang” and “dengan” in

TT/S3/HP3. The abbreviation is understandable because it is commonly used by

Indonesian people in sending short message. However, for tourism text, especially

the specification of rooms the abbreviations of the conjunctions are not

appropriate to be used.





Score






bersama kerabat.

4






3





5


43





Score






4






3





sederhana.

3

TT/S4/EL1 contains the error of “Downtown DC” term. Since EL1 keeps

the term on SL, it should be written in Italic. The used of comma after “10 orang”

is not necessary and better to be replace by conjuction “yang”. Similar with

TT/S4/EL1, TT/S4/HP1 also contains an error of writing “Downtown DC”. Both

term “Downtown DC” and “balcony” is should be written in Italic.

There is a grammatical error in TT/S4/EL2. TT/S4/EL2 is a combined

sentence, so does the ST. However, EL2 cannot combine the two sentences

properly to deliver the message of ST. In TT/S4/EL2 the verb “allows” is

ommited. By the ommission, the translation shares different meaning which is a

warm and comfort place for guest to sit and enjoy the view of Downtown DC and

a dining room offer an intimate dinner pary, while ST has a meaning that a seating

area allows guest to take striking Downtown DC views and a dining room is ideal

for an intimate dinner party.


44

The errors in TT/S4/HP2 can be seen in the misspeling of the word

“balkoni” and “Downtown DC” also the way “Downtown DC” is written that

should be in Italic. Besides, TT/S4/HP2 has a redundent of conjucntion “yang” in

“Area tempat duduk yang hangat dan menyenangkan yang memungkin tamu-

tamu ...” TT/S4/HP3 has the same error with most of the respondents which is the

way writing “Downtown DC”. The arrangement of “DC Downtown” sounds

unnatural for it should be Downtown DC when it is kept in SL. HP3 uses too

many abreviation for the word “untuk”.



Score



5




4

TT/S5/EL3 Kamar ini juga dilengkapi ruang tamu, dapur, dan ruang kerja. 5


dapur dan tempat belajar yang sangat baik untuk ruangan tamu.

5




4




3

TT/S5/EL1, TT/S5/EL3, and TT/S5/HP1 have no punctuation, spelling

and grammar mistake.

Some errors are seen in TT/S5/HP2 which are an inappropriate used of

conjuction “yang” and spelling mistake of the term “suite” translation into “kamr”

that should be written with an a between m and r that will be spelled as k-a-m-a-r.

The used of conjuction “yang” on “Salah satu hotel mewah yang juga


45

menyediakan tempat duduk …” turns the words that follow the conjunction into

post modifier causing the sentence consists only of noun and modifier where in

TL the sentence should be atleast contains a noun as the agent and verb. Another

mistake is seen on the use of conjuction “dan” on “... tempat santai siang hari,

dapur dan ruang belajar, juga sebuah ruang rias ...” that will be better if it placed

before “ruang rias” because “dan” in Indonesian structure is used before the last

noun that is mention.

HP3 in TT/S5/HP3 uses some abbreviation for “yang” which is not

suitable for the text as the text is addressed to customers where it should be

written in a complete form and not being shortened. The abbreviation will make

the text become too informal. The used of period to seperated the sentences is also

not appropriate because the second sentence does not contain a complete sentence,

which is only noun with post modifier.





Score



dan juga dilengkapi dengan shower dan sprei pijit badan. Selain

itu, ruangan ini dilengkapi juga dengan tabung mandi, dua bak

cuci piring, dan berhiaskan batu-batuan.

5


jendela untuk masuknya cahaya alami dan udara segar, ada juga

sebuah pancuran pemijat tubuh, sebuah bak untuk berendam,

dua wastafel dan lantai dengan mosaik berliku.

5




3






3


46





Score




3

TT/S6/HP3 Marbel Italia yang menjadi ikon dan kamar mandi yg berjendela

perendaman dua bak yg meliuk serta ubin dg kepingan” batu.

3

TT/S6/EL1 and TT/S6/EL2 show masterful control of grammatical,

spelling, and punctuation. There are only very few errors that can be found in the

translations. In TT/S6/EL1 there is a misspeling of the term “spray”, while in

TT/S6/EL2 the word “italia” should be written with the first alphabet in capital for

it is the name of country.

There are some terms that are kept in SL in TT/S6/EL3 which are

“shower”, “body sprays”, and “soaking tub”. However, EL3 does not write the

terms in italic for those are foreign terms in TT.

In TT/S6/HP1 there is a repetition of the word “memiliki”. It will be better

if one of the word replaced by another word. TT/S6/HP1 contains inppropriate

used of conjuction “yang” in “... bak cuci yang memiliki ubin mosaik”. The

conjuction creates a meaning that the sink is decorated by intricate mosaic tiling,

while in ST it is the bathroom that is decorated. The similar error occurs in

TT/S6/HP2 and TT/S6/HP3 with the use of “dengan”. Further more TT/S6/HP2

and TT/S6/HP3 contain misinterpretaions of the phrase “The Italian marble

master bathroom is windowed to allow in natural ligth and fresh air, ...” Both

translations ommit the information of the window‟s function and create a meaning

of windowed to the soaking tub and windowed by soaking tub.


47




individual motif.

Score



yang disukai Jefferson, seperti halnya anggur, musik, buku, dan

tumbuhan dengan karya seni pada period yang sesungguhnya

untuk mendapatkan motif tersendiri.

5





5



kecintaan Jefferson pada anggur, music, buku , dan holtikultur.

5





4



music, buku dan beberapa ilmu perkebunan, dengan sejarah asli

pada masa seni untuk motif tersendiri.

4





4

The choice of vocabulary “serambi” as the translation of “foyer” in

TT/S7/EL1 is inappropriate. Beside the inappropriate vocabulary, TT/S7/EL1 and

TT/S7/EL2 do not contain any grammar, spelling, and punctuation errors.

TT/S7/EL3 contains an inappropriate vocabulary for the term “foyer”, an error in

writing foreign term “music” for TT that should be in italic, and a misspeling on

“hortikultur” which should be “hortikultura”.


48

The error of writing foreign term in italic is also shown TT/S7/HP1,

TT/S7/HP2, and TT/S7/HP3 for the words “music” and “wine”. TT/S7/HP1 also

has a punctuation error. Without a comma between the word “perkebunan” and

“dengan”, it can lead to TT shares different meaning with ST.

3. Textual Competence

Textual competences of both English Letters and Hospitality students are

assessed by paying attention to the style and cohesion seen from their translation.

When the translation is very well organized, flows together and forms a coherent

whole, the score will be the highest score, 5.

Chart 4.4. Avarage Score of Style and Cohesion

3.71

3.14 3.43

3.29 3

2.57

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5



49

The average score of each respondent in style and cohesion aspect is

shown in the chart above. This is the result from calcuting all sentences‟ score in

style and cohesion aspect. Style and cohesion aspect addresses the textual

competence of translators. From chart 4.4, it can be seen that English Letters

students‟ average score is higher.


TT/S1/EL1 Kamar 3






TT/S1/EL1 is not well organized. By omitting “Thomas Jefferson” in

TT/S1/EL1, it makes the translation clumsy. The deletion of “Thomas Jefferson”

causes incomplete message delivering of ST. Different with EL1‟s deletion,

HP3‟s deletion causes the deletion meaning of ST. It is not only incomplete, but it

changes the meaning because HP3 omits the head of ST sentence. The term “suite”

should be added to form a complete message of ST.

The term “suite” is misinterpreted by HP1. The term “suite” and

“kediaman” has different meaning. In translating a title, a translator needs to know

the idea of the whole text to make an appropriate title.

Both of TT/S1/EL2, TT/S1/EL3, and TT/S1/HP2 are well organized. It has

no grammatical mistake. The meaning also fits for the whole text idea.


50




Score





5




3




3



balcony lima Juliet yang terbuka untuk membiarkan udara

segar masuk.

4


pemandangan seperti Monumen Washington, White House

dan sekitar kota dari Balcony Five Juliet yang mana terbuka


4



sekitar kota dari balkon Five Juliet yang mana terbuka

sehingga memungkinkan angin segar masuk.

4

TT/S2/EL1 does not have the same form and style of ST which consists of

only one sentence and uses third person point of view, but it is very well

organized. By dividing the sentence into two sentences in his translations, it

shows that the translation has a masterful style. The two sentences flow together

and deliver the intended meaning of ST well.

EL2, HP1, HP2, and HP3 make the same mistakes in arranging the clause

“from five Juliet balconies.” It should be translated into “dari lima balkon Juliet.”

By this error, TT/S2/EL2, TT/S2/HP1, TT/S2/HP2, and TT/S2/HP3 are awkward

and not well organized.


51

By omitting “city” and “form” in TT/S2/EL3, it makes the translation

clumsy since it makes the translation have a different meaning with ST. Without

“city” and “from”, TT/S2/EL3 contains meaning that the suite commands the

view of surrounding five Juliet balconies, while the ST contains a meaning that

the suite commands view of surrounding city that can be seen from five Juliet

balconies. Thus, “city” and “from” are necessary to be added in translation.




Score





3


sprei khusus dan salon mewah dengan lantai kayu kenari

untuk memberi jalan gas dari perapian.

3




3




3





4




perapian/tungku.

4

Even though the sentences are well organized without spelling and

punctuation mistake, the translations of EL group are not coherent with the whole

sentence since the meaning of ST is misinterpreted. “… yang di bawahnya

terdapat saluran gas menuju perapian penghangat” in TT/S3/EL1, “untuk memberi

jalan gas dari perapian” in TT/S3/EL2, “… yang memberi ruang untuk gas” in


52

TT/S3/EL3, and “gives way to a gas fireplace” are not equivalent. TT/S3/EL1 has

a meaning that under the floor there is a way for the gas to flow to the fireplace,

TT/S3/EL2 has a meaning that the floor is used to give a way for the gas to flow,

and TT/S3/EL3 has a meaning that the floor is the one that make a way for the gas,

while the intended meaning of ST is that the floor makes a way to the fireplace

that uses gas.

TT/S3/HP1 is coherent with ST meaning, but it contains spelling mistake

on the word “sprei”. The same mistake occurs in TT/S3/HP2 and TT/S3/HP3. In

TT/S3/HP3, there are also some abbreviations of conjuction “dengan” and “yang”

which are not appropriate for hotel‟s specification text. While in the other hand,

TT/S3/HP2 is well organized dispite of the misspelling.





Score



menikmati pemandangan Downtown DC dari salah satu balkon.

Selain itu, tersedia juga ruang makan formal terpisah untuk 10

orang, sangat ideal untuk pesta makan malam bersama kerabat.

5



balkon, dan sebuah ruang makan formal yang terpisah untuk



3





2



balcony, dan ruangan makan malam nan formal di bagi menjadi

10 bagian sangatlah ideal untuk makan malam yang romantis di

tempat yang private.

2


53





Score



menarik dari salah satu balkoni, dan ruang makan yang terpisah

untuk 10 teman untuk tempat makan malam yang bersifat

pribadi dan mewah.

4



menarik dari salah satu balkoni. Dan ruang makan yang terpisah

utk 10 orang teman akrab, utk mengadakan pesta sederhana.

2

The appropriate dividing of TT/S4/EL1 into two sentences shows that the

translation is very well organized into sections and has a masterful style. Besides,

in has no spelling or punctuation errors.

TT/S4/EL2 is a merge of two sentences. In merging two sentences into

one sentence using conjunction, here using “dan”, the first sentence and the

second sentence should have the same form. However, the sentences in

TT/S4/EL2 are in different form. The first sentence, “Sebuah tempat yang hangat

dan nyaman bagi para pengunjung untuk duduk menikmati pemandangan kota DC

dari salah satu balkon, …” consists of noun and post modifier, while the second

sentence, “sebuah ruang makan formal yang terpisah untuk sepuluh orang

menawarkan pesta makan malam yang intim di dalam kamar pribadi,” consists of

noun as the agent, verb, and noun as the object. Adding “dan” to merge the

sentences can create a new meaning which both place to sit and the dining room

offer an intimate dinner party where the intended meaning is the seating area

allows guest to enjoy the view and the dining room is an ideal place to having an

intimate dinner party.


54

There is a redunden of conjunction “yang” in TT/S4/HP2. The translation

will sound better when the conjuction “yang” in the “tempat duduk yang hangat”

is obmited to avoid a redundant. However, the overall translation of TT/S4/EL2

and TT/S4/HP2 are well organized.

TT/S4/EL3 keeps linked-sentence style but it is akwardly organized. The

linked sentence should have the same patern of the sentence. In TT/S4/EL3 the

sentence consists of noun as agent, verb, object while the second sentence only

consists of noun with adjective. The awkward organized translation also can be

seen in TT/S4/HP3 with two sentences that are inappropriately divided for the

conjunction is not supposed to be placed in the beginning of the sentence.



Score



4




3




3




4




2

TT/S5/EL1 and TT/S5/HP2 are well organized and flow together forming

a coherent whole despite mistranslation of “as well as” in TT/S5/HP2. The clumsy

translation is shown in TT/S5/EL2 for the mistranslation of “guest powder room”

and inappropriate used of “saat”. In TL, “saat‟ is used for adverb of time to


55

explain verb not to explain noun. Thus, the used of “saat” in TT/S5/EL2 creates a

meaning that the hotel provides a sitting room in a daytime, not the hotel provides

a daytime sitting room which the intended meaning of ST.

TT/S5/EL3 and TT/S5/HP1 however, show inability to form coherent

whole of ST meaning for it omit the term “guest powder room” that is an

important information. Besides, TT/S5/HP1 also contains of an akward sentence

arrangement that causes the change of ST information. The awkward organized

translation can be seen in TT/S5/HP3 with two sentences that are inappropriately

divided.





Score



dan juga dilengkapi dengan shower dan sprei pijit badan.

Selain itu, ruangan ini dilengkapi juga dengan tabung mandi,


3





4




3






3




1



kepingan” batu.

1


56

TT/S6/EL1 contains a mistranslation of “intricate mosaic tiling”. In

TT/S6/EL3, there is an omission of the term “windowed”, while in TT/S6/HP1,

there is inappropriate use of TL verb “memiliki” that causes both translations have

different meaning with ST. Thus, the style of TT/S6/EL1, TT/S6/EL3 and

TT/S6/HP1 are clumsy.

The lack of style is reflected in TT/S6/HP2 and TT/S8/HP3 for both of

their translations is arranged awkwardly. Their translations do not form completed

sentences. TT/S6/HP2 and TT/S6/HP3 only consist of noun and post modifiers

that explain the noun.




individual motif.

Score



yang disukai Jefferson, seperti halnya anggur, musik, buku, dan

tumbuhan dengan karya seni pada period yang sesungguhnya

untuk mendapatkan motif tersendiri.

3





3




3





3



music, buku dan beberapa ilmu perkebunan, dengan sejarah asli

pada masa seni untuk motif tersendiri.

3





2


57

2.71 2.88 2.86

3.86

2.71 2.71

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5


The awkward arrangement for the translation of “…, with original historic

period artwork …” seen in TT/S7/EL1, TT/S7/EL2, TT/S7/HP1, and TT/S7/HP3

makes the translations‟ style are clumsy. Besides, TT/S7/EL1 has a mistranslation

of the term “foyer”. TT/S7/EL3 arranges the sentences well, but the omission of

“original” makes some information from ST missing and it has an error in TL‟s

foreign term writing where the term “music” should be written in italic.

TT/S7/HP3 contains the mistranslation of “horticulture” and “artwork”

that causes the translation does not flow together.

4. Pragmatic Competence

The pragmatic competence assessment assesses the ability of English

Letters and Hospitality students to employ the functional and socio-cultural

aspects of the TL in their translation. To be able to assess pragmatic competence,

the assessment focuses on the word choice that reflects the cultural knowledge of

the students.

Chart 4.5. Avarage Score of Situational Appropriateness


58

The chart above shows the situational appropriateness‟ average score of

English Letters and Hospitality students. The numbers shown are the result form

calculating the score of each sentence. In this aspect, which indicates the

pragmatic competence, Hospitality students lead with slightly higher score.


TT/S1/EL1 Kamar 3






TT/S1/EL1 and TT/S1/HP3 do not fully achieve the ST‟s intended

meaning. By omitting the word “Thomas Jefferson”, TT/S1/EL1 is not clear

which suite is explained in the text. In hotel‟s room specification, it is necessary to

mention the name of the room to show the difference with another kind of rooms.

TT/S1/HP3 in the other case omits the word “suite” which is the head of the text

and causes the intended meaning of the suite named Thomas Jefferson is not fully

achieve.

TT/S1/HP1 does not convey the meaning of ST in ST/S1 because the term

“kediaman” is not an appropriate term for “suite” in TL. The term “kediaman” in

TL has closer meaning with term “house” in SL.

The intended meaning is achieved by EL2, EL3, and HP2. The term

“kamar” in TT/S1/EL2 and TT/S1/EL3 are appropriate because the main point

will be easily to understand by TL readers with or without any background

knowledge of tourism.


59

The decision of keeping the term “suite” by HP2 in TT/EL2/HP2 in SL is

also appropriate since it still can be understood even though it may bring

confusion for TL readers with zero knowledge about hotel‟s room.




Score





3




3




3


Washington, White House dan keadaan sekitar kota dari balcony

lima Juliet yang terbuka untuk membiarkan udara segar masuk.

2


seperti Monumen Washington, White House dan sekitar kota

dari Balcony Five Juliet yang mana terbuka sehingga

memungkinkan udara segar masuk.

3


seperti Monumen Wash, Istana Negara dan sekitar kota dari

balkon Five Juliet yang mana terbuka sehingga memungkinkan

angin segar masuk.

2

The ommission of “suite” in TT/S2/EL1, TT/S2/HP1, TT/S2/HP2, and

TT/S2/HP3 makes the translation does not fully achieved the intended meaning of

ST to describe the suite. Besides, all HP‟s translations do not achieve the intented

meaning of “five Juliet balconies”. Similar with HP‟s translations, the intended

meaning is not achived in TT/S2/EL2. EL3, in another hand, can achive the

meaning of both “suite” and “five Juliet balconies”. However, the meaning of ST

in “... surronding city from Juliet balconies ...” is not achieved in TT/S2/EL3.


60

ST /S3 The master bedroom features a King bed with custom linens and

the suite's grand salon with walnut parquet flooring gives way to

a gas fireplace.

Score





2

TT/S3/EL2 Kamar tidur utama berisi sebuah tempat tidur besar dengan sprei

khusus dan salon mewah dengan lantai kayu kenari untuk


2




2

TT/S3/HP1 Master bedroom memiliki fasilitas king bed dengan kostumisasi

sprei dan ruangan yang besar yang memiliki lantai bermotif

kayu walnut yang berarah keperapian.

3

TT/S3/HP2 Kamar tidur yang sangat luas menonjolkan tempat tidur dengan

ukuran besar beserta sprei yang sangat pas dan ruang tamu yang

sangat besar dengan lantai motif kayu walnut yang mengarah ke

perapian / tungku.

4

TT/S3/HP3 Kamar tidur yg sangat luas menonjolkan tempat tidur dg ukuran

besar beserta sprei yang sangat pas dan ruang tamu yg sangat

besar dg lantai motif kayu walnut yang condong kepada

perapian/tungku.

3

EL1, EL2, and EL3 are scored 2 since their translation of “... with walnut

parquet flooring gives way to a gas fireplace” share different meaning with ST‟s

intended meaning. Besides, the terms “kamar VIP” in TT/S3/EL1 and “salon

mewah” in TT/S3/SL2 are not appropriate for the translation of “master bedroom”

and “grand salon”.

In the other hand TT/S3/HP1, TT/S3/HP2, and TT/S3/HP3 can achive the

intended meaning of ST. By giving describetion of “master bedroom” in TL it

shows that HP1 and HP3 have consistenly good word choice. The decision of

keeping “master bedroom” and “king bed” in TT/S3/HP3 is appropriate for it can

deliver the meaning well.


61





Score






bersama kerabat.

4






3





3






2






4





sederhana.

3

TT/S4/EL1 and TT/S4/HP2 achieve the translation intended purpose of ST.

The word choice is consistenly good and appropriate for TL domain.

The translation of “allows” and “in the privacy of the suite” in TT/S4/EL2

are not appropriate since it shares different meaning with ST. In TT/S4/EL3 there

is inappropriate word‟s choice as the translation of the term“seating area” and

word “allows”, while in TT/S4/HP3 the inappropriate word‟s choice is seen on the


62

translation of “intimate dinner party” into “pesta sederhana.” Beside those word

choices, TT/S4/EL2, TT/S4/EL3, and TT/S4/HP3 are mostly appropriate for TL

and show the respondents‟ good ability to achieve the translation intended

prupose.

The misinterpretetion of “a seperate dinning room for 10” in TT/S4/HP1

causes the translation does not fully achive the translation intended purpose to

explain the dinning room that is suitable for 10 people.



Score



3




2




2




3




3

There is no respondents use the closest phrase in TL for phrase “one-of-a-

kind” in their translation. Besides, TT/S5/EL2 contains misinterpretation of the

term “dressing room, while TT/S5/EL3 and TT/S5/HP1 contains the ommission

of “dressing room”. Those cause the translation intended purpose to explain the

room‟s feature is not fully achived. In the other side, TT/S5/EL1, TT/S5/HP2, and

TT/S5/HP3 still deliver the intended purpose.


63


natural light and fresh air, and features a shower with massaging

body sprays, a free-standing soaking tub, two sinks and intricate

mosaic tiling.

Score



dan juga dilengkapi dengan shower dan sprei pijit badan. Selain

itu, ruangan ini dilengkapi juga dengan tabung mandi, dua bak

cuci piring, dan berhiaskan batu-batuan.

2


jendela untuk masuknya cahaya alami dan udara segar, ada juga

sebuah pancuran pemijat tubuh, sebuah bak untuk berendam,

dua wastafel dan lantai dengan mosaik berliku.

4




2



dan memiliki fasilitas shower yang memancurkan air yang terasa

seperti dipijat, bak mandi berdiri dua bak cuci yang memiliki

ubin mosaik.

4




4

TT/S6/HP3 Marbel Italia yang menjadi ikon dan kamar mandi yg berjendela

perendaman dua bak yg meliuk serta ubin dg kepingan” batu.

2

The intended purpose in TT/S6/EL1, TT/S6/EL3 and TT/S6/HP3 is not

achieved. TT/S6/EL1 has an inappropriate translation of “sink” in ST context and

the mistranslation of “intricate mosaic tiling”. In the other hand, TT/S6/EL3 and

TT/S6/HP3 have some missing information that cause the translations create

different meaning with ST.

TT/S6/EL2, TT/S6/HP1, and TT/S6/HP2 deliver the intended meaning in

TL and show their proficient abilities. Despite of TL foreign language written

error in TT/S6/HP1, the word choice of both of their translations is constantly

good.


64




individual motif.

Score






2





2




2





4





4



seperti anggur, music, buku dan peninggalan sejarah dg

sejarah asli pekerja seni untuk memenuhi kebutuhan

individual motif.

2

Since there are misinterpretation of “foyer” in TT/S7/EL1 and TT/S7/EL3,

the intended purpose to explain the foyer itself is not achived by EL1 and EL3.

Besides, TT/S7/EL1 contains the misinterpretation of term “horticulture.” The

intended purpose is also not achieved by TT/S7/HP3 for the omission of the foyer

that causes incomplete message in the translation.

EL2 in the other hand proficiently translates both terms, but makes an

error in translating “… with original historic period artwork …” Thus, TT/S7/EL2

does not deliver the intended meaning completely.


65

Despite the foreign language words are not written in Italic, both

TT/S7/HP1 and TT/S7/HP2 achive the intended purpose of TL with good word

choices.

5. Strategic Competence

The strategic competence is the competence of the translator to identify

and overcome some problems in translating the ST. Angelelli‟s scoring rubric of

translation skill is used to assess the strategic competences‟ of each student.

Chart 4.6. Average Score of Translation Skill

The average score of translation skill shown in chart 4.6 shows a slight

different between two groups. English Letters students have slightly higher score

than Hospitality students have. The average score of this aspect is the result of

calcuting all sentences‟ score in strategic competence.

2.86 3

2.86 3

3.29

2.71

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5



66


TT/S1/EL1 Kamar 3






EL1 and HP3 try to overcome the translation problem by deleting some

words. However, it causes an obvious error in TT/S1/EL1 and TT/S1/HP3. The

deletion used gives unclear meaning of which room will be explained about in

TT/S1/EL1 and changes the intended meaning of a room named Thomas Jefferson

in TT/SL/HP3.

Three of six respondents, EL2 and EL3 can overcome the translation

problems in solving the translation they meet. EL1 and EL3 are able to solve the

problem by directly translate the title.

Beside EL2 and EL3, HP2 is also able to overcome the translation

problem in different way. In TT/S1/HP2, HP2 decides to borrow the original term

of “suite” and keep the original form in order to maintain the sense of the term in

her translation.

At the other side, there is a misinterpretation of the term “suite” into

“kediaman” in TT/S1/HP1. By the misinterpretation, it means that HP1 is unable

to overcome the problem that occurs in this sentence.


67




Score





3




3




3



balcony lima Juliet yang terbuka untuk membiarkan udara

segar masuk.

2


pemandangan seperti Monumen Washington, White House

dan sekitar kota dari Balcony Five Juliet yang mana terbuka


2



sekitar kota dari balkon Five Juliet yang mana terbuka

sehingga memungkinkan angin segar masuk.

2

EL1, HP1, HP2, and HP3 try to overcome the translation problem in

translating “hotel suite” by omitting the word “suite”, but the deletion causes an

error since the intended meaning is not completely delivered. Further more, in

TT/S2/HP1, TT/S2/HP2, and TT/S2/HP3 there is an error in translating “five

Juliet balconies.” It shows that HP1, HP2, and HP3 cannot overcome the

translation problem.

TT/S2/EL2 contains an error, which is the translation of “five Juliet

balconies”. However, EL2 still shows a general ability to identify and overcome

translation problem since the translation for the other words are appropriate.


68

Even though the EL3‟s ommition of “city” in TT/S2/EL3 does not

completely deliver ST‟s message, the overall translation is appropriate. Thus,

TT/S2/EL3 also demonstrates a general ability to identify and overcome

translation problem.




Score





2


sprei khusus dan salon mewah dengan lantai kayu kenari

untuk memberi jalan gas dari perapian.

2




2




3





4




perapian/tungku.

4

There are misinterpretions of “master bedroom” and “... with walnut

parquet flooring gives way to a gas fireplace” in TT/S3/EL1. It means that EL1

cannot overcome the translation problems.

TT/S3/EL2 and TT/S3/EL3 contain misinterpretation of “grand salon” and

“... with walnut parquet flooring gives way to a gas fireplace.” The

misinterpretation means EL2 and EL3 cannot overcome the translation problem.


69

TT/S3/HP1 does not completely delivering the ST‟s meaning of “grand

salon”. Beside the incomplete message delivery, there is no obvious error shown

in TT/S3/HP1. Thus, HP1 has showed the general ability to overcome translation

problem.

Both HP2 an HP3 do not contain any obvious errors. Since the use of

abbreviation in TT/S3/HP3 and misspeling of “seprai” in both TT/S3/HP2 and

TT/S3/HP3 are understandable and do not change the intended meaning of ST, it

reflects the general translation ability of EL3 and EL2.



separate formal dining room for 10 is ideal for an intimate dinner

party in the privacy of the suite.

Score

TT/S4/EL1 Ruangan untuk bersantai yang hangat nan nyaman tersedia untuk

pengunjung sehingga memungkinkan mereka untuk menikmati

pemandangan Downtown DC dari salah satu balkon. Selain itu,

tersedia juga ruang makan formal terpisah untuk 10 orang,

sangat ideal untuk pesta makan malam bersama kerabat.

4






3





4



balcony, dan ruangan makan malam nan formal di bagi menjadi

10 bagian sangatlah ideal untuk makan malam yang romantis di

tempat yang private.

2



menarik dari salah satu balkoni, dan ruang makan yang terpisah

untuk 10 teman untuk tempat makan malam yang bersifat pribadi

dan mewah.

4



menarik dari salah satu balkoni. Dan ruang makan yang terpisah

utk 10 orang teman akrab, utk mengadakan pesta sederhana.

3


70

TT/S4/EL1 shows a good ability in overcome translation problems that

occur in the sentence. The unnecesary used of comma has no effect for ST‟s

meaning delivery. TT/S4/EL3 and TT/S4/HP2 are similar with TT/S4/EL1. Since

TT/S4/EL3 and TT/S4/HP2 contain only one error that not affected the delivery

meaning of ST, both translation shows a good ability to overcome translation

problems.

There is an obivious error in TT/S4/EL2 which is the misinterpretation of

“... in the privacy of the suite.” By the error, TT/S4/EL2 demonstrates the general

ability of EL2 to identify and overcome translation problems. Beside the sentence

spliting error, TT/S4/HP3 shows HP3‟s general ability to overcome translation

problems by having no spelling error and misinterpretaion.

The misinterpretation of “a seperate formal dining room for 10” in

TT/S4/HP1 shows that HP1 has some trouble in overcoming translation problems.


room, kitchen and study, as well as a guest powder room. Score


ruang bersantai di siang hari, dapur, ruang belajar, dan toilet. 3




2

TT/S5/EL3 Kamar ini juga dilengkapi ruang tamu , dapur, dan ruang

kerja. 2


dapur dan tempat belajar yang sangat baik untuk ruangan

tamu.

2




3




3


71

TT/S5/EL1, TT/S5/HP2, and TT/S5/HP3 cannot deliver the meaning of

phrase “one-of-a-kind”, but proficiently overcome translation problems in other

terms.

TT/S5/EL2, TT/S5/EL3, and TT/S5/HP1 in the other sides show some

troble in overcoming translation problems that occur in the translating process for

the misinterpretation and ommission of term “dressing room” that cause the

meaning of ST not completely delivered.





Score



dan juga dilengkapi dengan shower dan sprei pijit badan. Selain itu, ruangan ini dilengkapi juga dengan tabung mandi,


2





3




3






5




2



kepingan” batu.

2


72

TT/S6/EL1 contains the misinterpretation of terms “sinks” and “mosaic

tiling” and also the misspeling of “sprei” as the translation of term “spray”. By the

misinterpretation and the misspeling, TT/S6/EL1 demonstrates some trobles in

overcoming the problem.

Beside the punctuation error in TT/S6/EL2, EL2 along with EL3, who has

no punctuation error and misinterpretation, show their general ability to overcome

translation problem. HP1 has succesfuly overcomed the problem occurs by having

no grammatical, punctuation, and spelling errors and translating each SL terms

properly into TL terms.

The missing information caused by the ommission of “to allow in natural

light and fresh air” in TT/S6/HP2 and TT/S6/HP3 is the prove that both HP1 and

HP2 cannot overcome the problem they face.




individual motif.

Score






3





3




4





4


73




individual motif.

Score





2





2

EL1 misinterpretes the term “foyer” and “horticulute” in TT/S7/EL1, but

shows a general ability to overcome translation problem on most of the sentence.

The general ability is also shown by EL2 despite having an awkward word

arrengement of “original historic period artwork.” TT/S7/EL3 shows better ability

in overcome the problem by appropriately translating and arranging the sentence.

TT/S7/HP1 contains an inappropriate used of prefix „ber-„. However, the

inappropriateness is not an obivious error since the sentence still understandable

with most of the intended meaning is greatly delivered.

HP2 and HP3 show some troubles to overcome translation problem by

misinterpreting the term “foyer” in TT/S7/HP2, ommiting the same term in

TT/S7/HP2, and misinterpreting of “original historic period artwork” in both

translation.


74

B. The Influence of Translators’ Background Knowledge Toward

Translators’ Translation Competence

This section discusses how translators‟ background knowledge influences

translators‟ competence based on PACTE‟s competence model seen from the

assessment result in the previous section. As PACTE‟s model of translation

competence consists of five sub-competences, this section will be divided into

five sub-competences to discuss how translators‟ background knowledge

influence each sub-competence. Below is the chart of each group of students‟

average score in five aspect of Angelelli‟s scoring rubric.

Chart 4.7 Average Score of English Letters and Hospitality Students

2.71

4.6

3.3

2.76 3.03 2.95

4

3 3.1 2.9

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Source Text

Meaning

Linguistic Textual Pragmatic Strategic

English

Letters

Students

Hospitality

Students


75

1. Bilingual Sub-competence

Bilingual sub-competence in PACTE‟s model of translation competence is

the abilities of translators that are related to linguistics in both SL and TL.

Between five aspects of Angelelli‟s scoring rubric, linguistic competence and

textual competence are categorized as bilingual sub-competence in PACTE‟s

translation competence model.

English Letters students have better competences in bilingual sub-

competence. Chart 4.7 shows that English Letters students‟ average score in both

linguistic competence and textual competence are higher than Hospitality students

has. Their abilities in linguistics can be seen from the second sentence in the

translation of term “five Juliet balconies”. EL1 and EL3 are able to deliver the

meaning that there are five balconies named Juliet in their translation “lima

balkon Juliet” by understanding SL‟s structure. In the other side, because of the

lack ability in understanding SL‟s structure, all three Hospitality students fail to

transfer the intended meaning. Both “balcony lima Juliet”, “Balcony Five Juliet”,

and “balkon Five Juliet” shares different meaning with ST. Besides, HP3

occasionaly divides the sentence in her translation unappropriately.

English Letters students are able to achieve higher score because they are

exposed more to SL language by being given eight credit hours of structure and

twelve credit hours of linguistics subjects in their study, while Hospitality students

only having twelve credit hours of SL language subjects which is focuses on the

tourism area.


76

By having more knowledge on linguistics, English Letters students are

able to understand ST structure well which help them on transferring it to TT.

Thus translators‟ linguistics comperhation is the important factor in bilingual sub-

competence.

2. Extra-linguistic Sub-competence

Extra-linguistic sub-competence is defined as implicit or explicit

knowledge about the world in general and specific area. The source text meaning

and pragmatic aspects in Angelelli‟s scoring rubric are the aspects reflected from

extra-linguistic sub-competence.

Despite the high score in linguistic and textual aspects, English Letters

students have low score for source text meaning and pragmatic aspects as shown

in the chart 4.7 that their average score is below 3 and lower than Hospitality

students‟. Having grammatically right sentence in TL does not always mean that

the intended meaning of ST is successfully delivered for some terms has different

meaning depend on the context where the terms are used, especially the term used

in tourism, such as term “salon” in ST/S3. The term “salon” holds several

meaning depends on what it is used for. When it is related with beauty or fashion,

“salon” means a shop where you can get a particular service. “Salon” also means

an elegant living room when the term is related to a house. Only EL1 in

TT/S3/EL1 that sucessfuly translate the term “salon” of ST as an elegant living

room, while EL2 deliver the meaning of “salon” which related with beauty and

EL3 mistranslates the term for she has the meaning of “saloon” which is the a bar

instead of the meaning of “salon”.


77

The intended meaning of ST is delivered better by Hospitality students‟

translation. Many of their choice of words also more appropriate for tourism text

rather than English Letters students have. As for the term “salon”, HP2 and HP3

make the right choice in determine which “salon” is being talked about. Both HP2

and HP3 translate the term into “ruang tamu”. HP1 also able to choice the

intended meaning of the term even though the ST‟s information in his translation

is not completely delivered for it is translated into “ruangan” in TT/S3/HP1.

The knowledge that caused the ability of Hospitality students to choose the

appropriate TL terms depend on the context is the knowledge about specific topic

where in this case is knowledge about tourism. As Hospitality students are more

familiar with tourism related terms by being faced with the topic more as tourism

is the main subject of their study, they gain more knowledge about tourism and it

help them find the closest term in TL to be used in their translations.

By how Hospitality students get higher scores for both of source text

meaning and pragmatic aspects, it proves that extra-linguistic sub-competence is

the implicit and explicit about world in general and specific area of knowledge.

Thus translators‟ background knowledge of specific topic of area is the knowledge

needed for having better extra-linguistic sub-competence.

3. Strategic Sub-Competence and Instrumental Sub-competence

Strategic sub-competence is the competence of translators to solve the

problems encountered during the translation process and instrumental sub-

competence is the competence of translators to use any instrument such as

dictionary, journal and so on to help them overcome the problems in translating.


78

This sub-competence is assessed in Angelelli‟s scoring rubric strategic aspects.

The higher the score is, the more successful the translators solve translation

problem are.

For the assessment result in strategic aspect using Angelelli‟s scoring

rubric, there is only slightly different between English Letters and Hospitality

students. English Letters students‟ average score has reach 3 and Hospitality

students just slightly below. It shows that both of the group of students can

overcome many of translation problems.

In overcoming the problems both linguistics competence and cultural

knowledge is needed. In translating the term like “five Juliet balconies” it needs

the linguistics competence, while in translating term like “salon”, discussed in the

previous sub-section, it needs cultural knowledge. Therefore, by the higher score

of English Letters students have it shows that the linguistic competence more

influences the sub-competence rather than translators‟ background knowledge.

Besides, English Letters students also have more experience in solving translation

problems that they gain from four course hours of translation courses.

4. Knowledge About Translation Sub-Competence

Knowledge about translation sub-competence is not measured in

Angelelli‟s scoring rubric for it is not reflected in a translation of ST. To be able

to measure knowledge about translation sub-competence some interview or

questioner related with translators‟ knowledge about translation are needed. Thus

the influence of translators‟ background knowledge in specific area towards this

sub-competence cannot be seen in this research.


79

CHAPTER V

CONCLUSION

Based on Angelelli‟s five aspects scoring rubric assessment, English

Letters students achieve 67.07 as the average of each translator‟s final scores,

while Hospitality students achieve 63.8. Hospitality students are expected to get

the higher score for they have more background knowledge about the ST‟s topic,

which is tourism, than English Letters students have. The higher final scores of

English Letters students come from their significantly higher score in textual (3.57,

3.14, and 2.86) and linguistic competence (4.86, 4.29, and 4.71), while

Hospitality students achieve higher score in pragmatic competence (2.88, 3.86,

and 2.71) and source text meaning (2.71, 3.43, and 2.71).

The assessment result shows that translators‟ background knowledge of

specific topic influences Angelelli‟s source text meaning and pragmatic

competence which also categorized as extra-linguistics sub-competence in

PACTE‟s translation competence model. By this finding, it shows that

background knowledge influences each translation sub-competence depend on the

level and type of knowledge the translators have as their background. While the

more background knowledge of specific topic the translators have will lead to the

better their extra-linguistic sub-competences will be, the more knowledge of

linguistics they have, it will lead them to the better bilingual sub-competences.


80

When using Angelelli‟s scoring rubric this research only find the influence

of translators‟ background knowledge in three out of five sub-competence of

PACTE‟s model. Thus, there will be better for translation study development if

another further research on the influence of translators‟ background knowledge

towards knowledge about translation sub-competence is done.


81

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Orozco, M. Presas, P. Rodriguez Inez and L. Romero. “PACTE 2003.

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Nomor 46 Tahun 2009). Yogyakarta: Pustaka Timur, 2009.

Medlik, S. Dictionary of Travel, Tourism and Hospitality. Burlington:

Butterworth-Heinemann, 1993.

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London and New York: Routledge, 2001.

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83

APPENDICES

Appendix 1: Source Text

Thomas Jefferson Suite

This expansive luxurious hotel suite commands views of the Washington

Monument, the White House and surrounding city from five Juliet balconies

which open to allow in fresh air. The master bedroom features a King bed with

custom linens and the suite's grand salon with walnut parquet flooring gives way

to a gas fireplace.

A warm and cozy seating area allows for guests to take in striking

Downtown DC views from one of the balconies, and a separate formal dining

room for 10 is ideal for an intimate dinner party in the privacy of the suite. This

one-of-a-kind hotel suite also features a daytime sitting room, kitchen and study,

as well as a guest powder room. The Italian marble master bathroom is windowed

to allow in natural light and fresh air, and features a shower with massaging body

sprays, a free-standing soaking tub, two sinks and intricate mosaic tiling. All

suites offer an entry foyer and unique décor inspired by Jefferson‟s loves, such as

wine, music, books and horticulture, with original historic period artwork to

compliment the individual motif.


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Appendix 2: Data of English Letters and Hospitality students’ translations

ST/S1 Thomas Jefferson Suite

TT/S2/EL1 Kamar

TT/S1/EL2 Kamar Thomas Jafferson

TT/S1/EL3 Kamar Thomas Jefferson

TT /S1/HP1 Kediaman Thomas Jefferson

TT /S1/HP2 Thomas Jefferson Suite

TT /S1/HP3 Thomas Jefferson

ST/S2 This expansive luxurious hotel suite commands views of the Washington

Monument, the White House and surrounding city from five Juliet balconies

which open to allow in fresh air.

TT/S2/EL1 Hotel yang mewah nan luas ini menyuguhkan pemandangan Monumen

Washington, Gedung Putih, dan kota di sekitarnya yang bisa kita lihat dari

lima balkon Juliet. Kita juga bisa menghirup udara segar ketika kelima balkon

di buka.

TT/S2/EL2 Kamar hotel yang mahal dan mewah ini menawarkan pemandangan dari

monumen Washington, Gedung putih dan kota disekitarnya dari balkon lima

Juliet dengan udara sejuk.

TT/S2/EL3 Kamar hotel yang mewah dan megah berpadu dengan pemandangan

Monumen Washington, Gedung Putih, dan pemandangan sekitar lima balkon

Juliet yang menyegarkan.

TT /S2/HP1 Hotel besar dan mewah ini memiliki pemandangan monument Washington,

White House dan keadaan sekitar kota dari balcony lima Juliet yang terbuka

untuk membiarkan udara segar masuk.

TT /S2/HP2 Hotel mewah dan luas ini menyuguhkan beberapa pemandangan seperti

Monumen Washington, White House dan sekitar kota dari Balcony Five Juliet

yang mana terbuka sehingga memungkinkan udara segar masuk.

TT /S2/HP3 Hotel mewah dan luas ini menyuguhkan beberapa pemandangan seperti

Monumen Wash, Istana Negara dan sekitar kota dari balkon Five Juliet yang

mana terbuka sehingga memungkinkan angin segar masuk.

ST /S3 The master bedroom features a King bed with custom linens and the suite's

grand salon with walnut parquet flooring gives way to a gas fireplace.

TT/S3/EL1 Kamar VIP di hotel tersebut terdapat ranjang rajani dengan berhiaskan kain

linan, juga disediakan ruangan tamu yang megah dengan lantai kayu pohon

kenari yang di bawahnya terdapat saluran gas menuju perapian penghangat.

TT/S3/EL2 Kamar tidur utama berisi sebuah tempat tidur besar dengan sprei khusus dan

salon mewah dengan lantai kayu kenari untuk memberi jalan gas dari

perapian.

TT/S3/EL3 Kamar tidur utama dilengkapi dengan tempat tidur King-size dengan jahitan

linen khusus serta bar megah dialasi lantai walnut yang memberi ruang untuk

gas.

TT/S3/HP1 Master bedroom memiliki fasilitas king bed dengan kostumisasi sprei dan

ruangan yang besar yang memiliki lantai bermotif kayu walnut yang berarah

keperapian.

TT/S3/HP2 Kamar tidur yang sangat luas menonjolkan tempat tidur dengan ukuran besar

beserta sprei yang sangat pas dan ruang tamu yang sangat besar dengan lantai

motif kayu walnut yang mengarah ke perapian / tungku.

TT/S3/HP3 Kamar tidur yg sangat luas menonjolkan tempat tidur dg ukuran besar beserta

sprei yang sangat pas dan ruang tamu yg sangat besar dg lantai motif kayu

walnut yang condong kepada perapian/tungku.


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ST/S4 A warm and cozy seating area allows for guests to take in striking Downtown

DC views from one of the balconies, and a separate formal dining room for 10

is ideal for an intimate dinner party in the privacy of the suite.

TT/S4/EL1 Ruangan untuk bersantai yang hangat nan nyaman tersedia untuk pengunjung

sehingga memungkinkan mereka untuk menikmati pemandangan Downtown

DC dari salah satu balkon. Selain itu, tersedia juga ruang makan formal terpisah

untuk 10 orang, sangat ideal untuk pesta makan malam bersama kerabat.

TT/S4/EL2 Sebuah tempat yang hangat dan nyaman bagi para pengunjung untuk duduk

menikmati pemandangan kota DC dari salah satu balkon, dan sebuah ruang

makan formalyang terpisah untuk sepuluh orang menawarkan pesta makan

malam yang intim di dalam kamar pribadi.

TT/S4/EL3 Area peristirahatan yang hangat dan nyaman mengajak pengunjung menikmati

pemandangan kota DC dari balkon kamar mereka, dan ruang makan untuk 10

orang yang sesuai untuk makan malam private.

TT/S4/HP1 Tempat duduk yang hangat dan nyaman memberikan tamu pemandangan

Downton DC yang menarik dari salah satu balcony, dan ruangan makan malam

nan formal di bagi menjadi 10 bagian sangatlah ideal untuk makan malam yang


TT/S4/HP2 Area tempat duduk yang hangat dan menyenangkan yang memungkinkan tamu-

tamu untuk melihat DC Downton yang menarik dari salah satu balkoni, dan

ruang makan yang terpisah untuk 10 teman untuk tempat makan malam yang


TT/S4/HP3 Area tempat duduk yang hangat & menyenangkan yang memungkinan tamu-

tamu untk melihat DC Downtown yang menarik dari salah satu balkoni. Dan

ruang makan yang terpisah utk 10 orang teman akrab, utk mengadakan pesta

sederhana.

TT/S5 This one-of-a-kind hotel suite also features a daytime sitting room, kitchen and

study, as well as a guest powder room.

TT/S5/EL1 Salah satu tipe ruangan di hotel ini juga dilengkapi dengan ruang bersantai di

siang hari, dapur, ruang belajar, dan toilet.

TT/S5/EL2 Satu dari sekian banyak kamr hotel juga menyediakan sebuah tempat santai saat

siang hari, dapur dan ruang belajar, juga sebuah ruang rias untuk pengunjung.

TT/S5/EL3 Kamar ini juga dilengkapi ruang tamu , dapur, dan ruang kerja.

TT/S5/HP1 Hotel ini juga menyediakan tempat duduk untuk sehari-hari, dapur dan tempat

belajar yang sangat baik untuk ruangan tamu.

TT/S5/HP2 Salah satu hotel mewah yang juga menyediakan tempat duduk bersantai di siang

hari, dapur dan tempat kerja, dan toilet yang cukup baik untuk tamu.

TT/S5/HP3 Salah satu hotel mewah yg juga menyediakan tempat duduk bersantai di siang

hari. Dapur & tempat kerja serta toilet yg cukup baik utk tamu.


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ST/S6 The Italian marble master bathroom is windowed to allow in natural light and

fresh air, and features a shower with massaging body sprays, a free-standing

soaking tub, two sinks and intricate mosaic tiling.

TT/S6/EL1 Kamar mandi berhiaskan batu marmer Italia dilengkapi dengan jendela untuk

sirkulasi udara dan jalan masuk cahaya matahari, dan juga dilengkapi dengan

shower dan sprei pijit badan. Selain itu, ruangan ini dilengkapi juga dengan

tabung mandi, dua bak cuci piring, dan berhiaskan batu-batuan.

TT/S6/EL2 Kamar mandi utama dengan marmer gaya italia memiliki jendela untuk

masuknya cahaya alami dan udara segar, ada juga sebuah pancuran pemijat

tubuh, sebuah bak untuk berendam, dua wastafel dan lantai dengan mosaik

berliku.

TT/S6/EL3 Kamar mandi bergaya Itali bertemu langsung dengan cahaya dari luar dan

segarnya udara, dilengkapi shower dengan bodyspray, soaking tub, westafel,

dan dinding mosaik.

TT/S6/HP1 Kamar mandi di sini memiliki marmer Italia yang memliki jendela untuk

mendapatkan cahaya matahari dan udara segar, dan memiliki fasilitas shower

yang memancurkan air yang terasa seperti dipijat, bak mandi berdiri dua bak

cuci yang memiliki ubin mosaik.

TT/S6/HP2 Marbel Italia yang menjadi tonjolan dari kamar mandi yang berjendela ke

perendaman, dua bak yang meliuk serta ubin dengan kepingan-kepingan batu.

TT/S6/HP3 Marbel Italia yang menjadi ikon dan kamar mandi yg berjendela perendaman

dua bak yg meliuk serta ubin dg kepingan” batu.

ST/S7 All suites offer an entry foyer and unique décor inspired by Jefferson‟s loves,

such as wine, music, books and horticulture, with original historic period

artwork to compliment the individual motif.

TT/S7/EL1 Seluruh kamar hotel juga dilengkapi dengan serambi dan dekorasi yang unik

yangmana terinspirasi oleh segala sesuatu yang disukai Jefferson, seperti halnya

anggur, musik, buku, dan tumbuhan dengan karya seni pada period yang


TT/S7/EL2 Semua kamar menawarkan sebuah lobi dan dekorasi unik terinspirasi dari cinta

Jefferson, seperti pada minuman anggur, musik, buku-buku dan holtikultura,

dengan masa sejarah karya seni yang asli untuk melengkapi tema tersendiri.

TT/S7/EL3 Semua kamar menawarkan jalan masuk dan dekorasi unik berupa karya seni

periode sejarah yang terinspirasi oleh kecintaan Jefferson pada anggur, music,

buku , dan holtikultur.

TT/S7/HP1 Semua ruangan menawarkan tempat tunggu yang hiasan yang unik terinspirasi

dari kecintaan Jefferson seperti wine, musik, buku, dan buku berilmu

perkebunan dengan keaslian periode sejarah seni lukis yang memiliki pujian

dari individu.

TT/S7/HP2 Semua ruang mewah mempersembahkan serambi dan dekor unik yang

terinspirasi dari kesukaan Jefferson, seperti wine, music, buku dan beberapa

ilmu perkebunan, dengan sejarah asli pada masa seni untuk motif tersendiri.

TT/S7/HP3 Semua kamar mempersembahkan sebuah keunikan & kemewahan dekorasi yg

terinspirasi dari kecintaan Jefferson, seperti anggur, music, buku dan

peninggalan sejarah dg sejarah asli pekerja seni untuk memenuhi kebutuhan

individual motif.


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