HOW EFL STUDENTS COPE WITH ILL-FORMED SOURCE-LANGUAGE SENTENCES IN ENGLISH-TO-INDONESIAN SIGHT INTERPRETING
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Abstract
This research investigates how English as a Foreign Language (EFL) students cope with ill-formed source-language sentences in English-to-Indonesian sight interpreting. In line with the objective, students’ interpretations of sentences with linguistic errors were collected as the data via video-based observation and qualitatively analyzed using content analysis. The findings reveal that most students were aware of the occurrence of typographical errors in the assigned source documents and able to sight interpret those parts as targeted, especially when dealing with mix-up letters and middle-letter omission. However, many of them seemed to have difficulties in identifying the occurrence of grammatical errors, such as subject-verb disagreement and improper use of a certain part of speech and punctuation errors, such as the presence of unnecessary punctuations, which then leading to inaccurate interpretations. It is assumed that the primary cause of these interpretation problems is attributed to students’ limited understanding of the source texts, highlighting the critical need for enhanced fast-reading comprehension skills among students.
Article Details
How to Cite
Budiarti, D., & Saehu, A. (2023). HOW EFL STUDENTS COPE WITH ILL-FORMED SOURCE-LANGUAGE SENTENCES IN ENGLISH-TO-INDONESIAN SIGHT INTERPRETING. English Review: Journal of English Education, 11(3), 935-942. https://doi.org/10.25134/erjee.v11i3.7288
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References
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Sirriyya, S. S. (2016). Editing Source Text Errors in Translation. Translation Journal, 19(1).
Song, Z. (2010). Skill Transfer from Sight Translation to Simultaneous Interpreting: A Case Study of an Effective Teaching Technique. International Journal of Interpreter Education, 2(1), 120–134.
Su, W., & Li, D. (2019). Identifying translation problems in English-Chinese sight translation. Translation and Interpreting Studies, 14(1), 110–134. https://doi.org/10.1075/tis.00033.su
Thawabteh, M. (2015). Difficulties of Sight Translation: Training Translators to Sight Translate. . . Current Trends in Translation Teaching and Learning, 2, 171–195.
Wang, B., & Li, T. (2015). An empirical study of pauses in Chinese-English simultaneous interpreting. Perspectives, 23(1), 124–142. https://doi.org/10.1080/0907676X.2014.948885
Wu, Z. (2019). Text characteristics, perceived difficulty and task performance in sight translation. Interpreting. International Journal of Research and Practice in Interpreting, 21(2), 196–219. https://doi.org/10.1075/intp.00027.wu
Alias, M., Iksan, Z. H., Karim, A. A., Nawawi, A. M. H. M., & Nawawi, S. R. M. (2020). A Novel Approach in Problem-Solving Skills Using Flipped Classroom Technique. Creative Education, 11(01), 38–53. https://doi.org/10.4236/ce.2020.111003
Arono, A., & Nadrah, N. (2019). Students’ difficulties in translating English text. JOALL (Journal of Applied Linguistics & Literature), 4(1), 88–99. https://doi.org/10.33369/joall.v4i1.7384
Asan, O., & Montague, E. (2014). Using video-based observation research methods in primary care health encounters to evaluate complex interactions. Journal of Innovation in Health Informatics, 21(4), 161–170. https://doi.org/10.14236/jhi.v21i4.72
Bhandari, P. (2022, October 10). What Is Qualitative Research? Methods & Examples.
Chang, K. C. (2016). Exploring Teaching/Learning Activities for Sight Translation: Effectiveness from Students’ Perspectives. Taiwan Journal of TESOL, 13(2), 71–98.
Chen, W. (2015). Sight translation. In H. Mikkelson & R. Jourdenais (Eds.), The Routledge handbook of interpreting (pp. 144–153). Routledge Taylor and Francis Group.
Defrancq, B., & Plevoets, K. (2018). Over-uh-Load, Filled Pauses in Compounds as a Signal of Cognitive Load (pp. 43–64). https://doi.org/10.1007/978-981-10-6199-8_3
Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning: a practical ‘how to’ for teaching undergraduate courses in any discipline. Stylus Publishing.
Fang, J., & Wang, J. (2022). Student Interpreters’ Strategies in Dealing with Unfamiliar Words in Sight Translation. The International Journal of Translation and Interpreting Research, 14(1), 42–65.
Ginori, L., & Scimone, E. (1995). Introduction to Interpreting. Latern.
Ivars, A. J. (2008). Sight Translation and Written Translation. A Comparative Analysis of Causes of Problems, Strategies and Translation Errors within the PACTE Translation Competence Model. FORUM. Revue Internationale d’interprétation et de Traduction / International Journal of Interpretation and Translation, 6(2), 79–104. https://doi.org/10.1075/forum.6.2.05iva
Lee, J. (2013). What Skills Do Student Interpreters Need to Learn in Sight Translation Training? Meta, 57(3), 694–714. https://doi.org/10.7202/1017087ar
Li, X. (2014). Sight translation as a topic in interpreting research: Progress, problems, and prospects. Across Languages and Cultures, 15(1), 67–89. https://doi.org/10.1556/Acr.15.2014.1.4
Li, X. (2015). Designing a sight translation course for undergraduate T&I students. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 28(1), 169–198. https://doi.org/10.1075/resla.28.1.08li
Ma, X. (2021). Coping with syntactic complexity in English–Chinese sight translation by translation and interpreting students. Across Languages and Cultures, 22(2), 192–213. https://doi.org/10.1556/084.2021.00014
Molina, L., & Hurtado Albir, A. (2004). Translation Techniques Revisited: A Dynamic and Functionalist Approach. Meta, 47(4), 498–512. https://doi.org/10.7202/008033ar
Mossop, B. (2001). Revising and Editing for Translators. St Jerome Publishing.
Nadirah, N., Tahir, M. H., & Asrifan, A. (2019). The ability to translate English phrases into Indonesian and the difficulties faced by the eleventh grade students of SMAN 1 Pancarijang. Journal of Advanced English Studies, 2(1), 41. https://doi.org/10.47354/jaes.v2i1.53
Norawati, R., & Puspitasari, Y. (2022). The Learning Skills of English as a Foreign Language (EFL) Student-Teachers in Project-Based Learning and Case-Based Learning. JEELS, 9(2), 255–277.
Pöchhacker, F. (2016). Introducing interpreting studies (2nd ed.). Routledge Taylor and Francis Group.
Putranti, A. (2017). The constraints in performing sight translation: a brief discussion on the problems of translating English written texts into Indonesian oral texts. Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT-5), 162–168.
Ramadhani, R., Huda, S., & Umam, R. (2019). Problem-Based Learning, Its Usability and Critical View as Educational Learning Tools. Journal of Gifted Education and Creativity, 6(3), 219–231.
Saehu, A. (2018). Interpreting: Teori dan Praktik. Nuansa Cendekia.
Sholihah, T. M., & Lastariwati, B. (2020). Problem based learning to increase competence of critical thinking and problem solving. Journal of Education and Learning (EduLearn), 14(1), 148–154. https://doi.org/10.11591/edulearn.v14i1.13772
Sirriyya, S. S. (2016). Editing Source Text Errors in Translation. Translation Journal, 19(1).
Song, Z. (2010). Skill Transfer from Sight Translation to Simultaneous Interpreting: A Case Study of an Effective Teaching Technique. International Journal of Interpreter Education, 2(1), 120–134.
Su, W., & Li, D. (2019). Identifying translation problems in English-Chinese sight translation. Translation and Interpreting Studies, 14(1), 110–134. https://doi.org/10.1075/tis.00033.su
Thawabteh, M. (2015). Difficulties of Sight Translation: Training Translators to Sight Translate. . . Current Trends in Translation Teaching and Learning, 2, 171–195.
Wang, B., & Li, T. (2015). An empirical study of pauses in Chinese-English simultaneous interpreting. Perspectives, 23(1), 124–142. https://doi.org/10.1080/0907676X.2014.948885
Wu, Z. (2019). Text characteristics, perceived difficulty and task performance in sight translation. Interpreting. International Journal of Research and Practice in Interpreting, 21(2), 196–219. https://doi.org/10.1075/intp.00027.wu