RATPRO (READ, ANALYZE, TRANSFER, PRODUCE) LEARNING MODEL IN TRANSLATION STUDIES

Anak Agung Istri Yudhi Pramawati, I Gde Putu Agus Pramerta, Dewa Gede Bambang Erawan

Abstract


The translation process greatly determines the translation results. The translated text should have the same meaning as the source text but still maintain the natural elements. A creative translation model that can help translators produce good translations that have equivalence in meaning and good grammar is essential, considering that the translation process is not just a change of language but is a process of transferring meaning from the source language to the target language (Indonesian-English). RATPro  (Read, Analyze, Transfer, Produce) Translation Model that is based on Computer Assisted Translation (CAT) Tools can be used as a creative and innovative translation model that can help translation students transfer the language of scientific article manuscripts from the source language to the target language while maintaining the equivalence of meaning and naturalness of the language through excellent and correct grammar. RATPro  (Read, Analyze, Transfer, Produce) Translation Model based on Computer Assisted Translation (CAT) Tools can also make it easier for students to translate because it is based on digital recording. This research aims to develop a RATPro translation model based on Computer Assisted Translation (CAT) Tools that are creative and innovative in translating scientific articles by students. The research model used is Research and Development (RnD), where research data is analyzed critically and validated to obtain valid and reliable results. The designedtranslation model will also be well used in translating authentic manuscripts in different manuscript fields.


Keywords


RATPro Translation Model; Computer Assisted Translation Tools; Scientific articles

References


Deane , P. , Odendahl , N. , Quinlan . T. , Flowles , M. , Welsh , C. , & Tatum , J. B. (2008).Cognitive models of writing: Writing proficiency as a complex integrated skill. Retrieved February 9,

, from

https://www.ets.org/Media/Research/pdf/RR08-55.pdf.

McCutchen, D., Teske, P., & Bankston, C. (2008). Writing and cognition: Implications of the cognitive architecture for learning to write and writing to learn. In C. Bazerman (Eds.), Handbook of writing research (pp. 451-470). Hillsdale, NJ: Lawrence Erlbaum.

Creswell, J. W. (2012). Educational research (4th ed.). Boston, MA: Pearson Education, Inc.

Choo, S. (2004). Investigating Ideology in the Literature curriculum in Singapore. Unpublished master’s thesis. Department of English Language and Literature: National University of Singapore.

Flower, L., & Hayes, J. R. (2008). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.

Curriculum Planning and Development Division.

(2007). Literature in English, teaching syllabus.

Ministry of Education: Singapore.




DOI: https://doi.org/10.25134/erjee.v12i2.9097

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 English Review: Journal of English Education