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Translation 34thClass Module 6
Adrian Budianto
Universitas Terbuka
Korea Selatan
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English is not a foreignlanguage. It is aninternationallanguage.
Remember basic principles of translation
(dynamic equivalence) Sense-to-sense, convey same meaning
Native readers must have similar conclusion /response
No literal translation (formal equivalence), exceptinlaw / legal documents
Flow must be smooth
Introduction
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Steps in translating :
Read and understandthe original language.
Use dictionaries and encyclopedia as necessary.
Write the message in target language, pay
attention to target languages format (MD-DM,
SPOK). Dont get carried away by source
languages format. Readthe translation. It should give the same
sense and conclusion. Flow should be smooth.
Introduction (2)
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D-M law : baik dalam kata majemuk maupun dalam kalimat, segala sesuatu yang menerangkan selalu
terletak di belakang yang diterangkan (Sutan Takdir Alisjahbana, 1949)
Red pen= pulpenmerah merah pulpen
Cellphone = teleponseluler seluler telepon
Sentence elements
Subjek (pelaku)
1. Jawaban atas Pertanyaan Apa atau Siapa kepada Predikat.
2. Biasanya disertai kata itu,ini,dan yang (yang ,ini,dan itu juga sebagai pembatas antara subyek dan predikat)
Predikat (tindakan/aksi yang dilakukan)
1. Menimbulkan Pertanyaan apa atau siapa.
2. Kata Adalah atau Ialah
3. Dapat Disertai Kata-kata Aspek atau Modalitas
Objek (penderita)
1. Langsung di Belakang Predikat
2. Dapat Menjadi Subjek Kalimat Pasif
3. Didahului kata Bahwa
Pelengkap
1. Di Belakang Predikat
2. Hasil jawaban dari predikat dengan pertanyaan apa.
Keterangan
1. Dapat dipindahpindah posisinya (awal atau akhir kalimat)
Bahasa Indonesia
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Sentence patterns S-P: Desi belajar
S-P-O: Desi menonton drama
S-P-Pel: Mita tertawa terbahak-bahak
S-P-K: Budi pergi ke Korea
S-P-O-Pel: Adji sedang mencarikan ikan untukkucingnya Nino
S-P-O-Pel-K: Setiap pagi Adji senam bersama Budi
S-P-O-K: Anto memancing ikan setiap sore S-P-Pel-K: Mita tertawa terbahak-bahak ketika
melihat Desi tercebur ke dalam kolam ikan
Bahasa Indonesia (2)
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Title S = ?
P = Membantu
O = Anak-anak dengan kebutuhan khusus
Paraphrase = Bantuan Untuk Anak-anakDengan Kebutuhan Khusus
1stsentence S = Penanganan perilaku bermasalah
P = adalah / merupakan
O = prioritas utama
K = di banyak sekolah
2ndsentence S = Para guru
P = berusaha menemukan
Pel = sedang / tengah
O = cara-cara untuk menangani anakdengan permasalahan perilaku
K = di sekolah umum
Art 1 Par 1
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1stsentence, present perfect
S = Komentar awal dalam Buku Pintar
Pendidikan tentang Kebutuhan Pendidikan
Khusus (SEN), Excellence For All Children,
P = menitikberatkan
O = sebagian kecil anak-anak dengan SEN
yang memiliki permasalahan perilaku K = Karena ini merupakan persoalan utama
2ndsentence, simple present
S = Buku Pintar Pendidikan
P = memuat
O = beberapa proposal khusus
Anak kalimat 1, simple present S = dukungan
P = bagi
O = sekolah-sekolah dasar yang memiliki
anak-anak dengan permasalahan perilaku
1-2
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1stsentence, future tense
S = kami
P = (mulai) mengembangkan
O = sekolah khusus bagi anak bermasalah
K = bulan depan
2ndsentence, present perfect
S = kami P = ( juga telah) mengumumkan
O = 20 juta ponsterling dari StandardsFund
K = untuk membantu mengatasipermasalahan siswa yang dikeluarkan darisekolah dan siswa yang bolos
Anak kalimat, future tense S = kami
P = (akan segera) menganjurkan
O = otoritas pendidikan lokal
K = cara-cara untuk menanganipermasalahan perilaku
1-3
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Main sentence S = (akan tetapi) Buku
Pintar Pendidikan
P = berurusan dengan
O = kelompok yang lebihbesar
Anak kalimat S = satu dari lima anak
P = (yang) memiliki
O = kebutuhan khusus,mulai dari autisme hinggakebutaan, cacat fisik hinggakesulitan belajar
K = selama masasekolahnya
1-4
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1stsentence S = kami
P = (ingin) mengidentifikasi
O = permasalahan anak2pada saat memulai
pendidikan 2ndsentence, future tense
S = Penilaian kemampuanmembaca dan berhitung atasanak-anak berumur limatahun
P = (akan) mengidentifikasi O = dyslexiadan kesulitan
belajar tertentu
K = sedini mungkin
1-5
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1stsentence S = sembilan belas dari dua puluh
anak dengan kebutuhan khusus
P = sudah berada
O = di sekolah umum
2ndsentence S = Anak-anak di sekolah khusus
P = (juga bisa) mendapat
O = keuntungan dari sekolah umum
K = secara pendidikan dan secarasosial
3rdsentence S = Teman-teman sekelas mereka P = (juga akan) mendapat
O = keuntungan
K = asalkan ada dukungan yangsesuai
1-6
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1stsentence, negative sentence S = Ini
P = (bukan) merupakan
O = pendekatan dogmatis
2ndsentence S = Kami P = Ingin
O = yang terbaik
K = bagi siswa
Anak kalimat
S = Kami P = Ingin
O = orangtua dan keluarga
Pa = memperoleh
Oa = informasi pilihan yangtersedia
Ka = sejak awal
1-7
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Increasing inclusion will
therefore be continuing
process: inspiration for it
will come for thoseschools that demonstrate
that including wide range
of children with special
needs and improvingacademic standards go
hand in hand
Main sentence : S = peningkatan keterlibatan
P = (akan) menjadi
O = proses berkesinambungan
Anak kalimat : S = inspirasi
P = (akan) datang ke
O = sekolah-sekolah
K = bahwa melibatkan banyak
anak dengan kebutuhan khusus
akan meningkatkan standar
akademik
1-8
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There is a continuing and vital
role for special schools. They
will remain the most
appropriate place for some
children but not always for thewhole of their school career. I
also want to see specialist
schools, centres of excellence
with their facilities andteachers expertise used to
support children with special
needs in mainstream schools.
1stsentence (paraphrase)
S : sekolah khusus
P : memiliki
O : peran penting dan berkesinambungan
2ndsentence
S : Mereka / sekolah-sekolah tersebut
P : (akan selalu) menjadi
O : tempat yang paling sesuai
K : bagi sebagian siswa, tetapi tidak selalu
pasti dalam kehidupan sekolah mereka
3rdsentence
S : saya
P : (juga ingin) melihat
O : (keberadaan) sekolah-sekolah spesialis,
pusat-pusat studi dengan fasilitas dan
keahlian guru yang digunakan untuk
mendukung anak dengan kebutuhan khusus
K : di sekolah umum
1-9
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In the new year, we shalldraw up an actionprogramme to driveforward improvements
during this Parliament. Itwill be phased to avoidplacing too heavy aburden on schools. This is
a priority area for theGovernment as moremoney becomes available.
1stsentence
S : Kami
P : (akan) membuat / merumuskan
O : suatu rencana aksi untuk mendorong
peningkatan selama masa kerja parlemen ini
K : di tahun baru
2ndsentence
S : Rencana aksi ini
P : (akan) dibuat
O : bertahap
K : untuk menghindari penumpukan beban
yang terlalu berat bagi sekolah
3rdsentence
S : Hal ini
P : merupakan
O : prioritas utama pemerintah
K : sembari dana semakin memadai
1-10
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Translating is an active process, not passive.
Lets try to apply the steps in formative test.
Dont be afraid to make mistakes. Nomistakes, no progress.
Per paragraph, 3-5 minutes.
When stuck, ask me.
Formative Test
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DISTANCE EDUCATION
What is Distance Education?
Within a context of rapid technological change and
shifting market conditions, the American education
system is challenged with providing increased
educational opportunities without increased budgets.
Many educational institutions are answering thischallenge by developing distance education programs.
Rapid = cepat, pesat Shifting = berubah
Budget = dana , anggaran distance = jarak jauh
FT 1-1a
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At its most basic level, distance education takes place
when a teacher and student(s) are separated by
physical distance, and technology (i.e., voice, video,
data, and print), often in concert with face-to-facecommunication, is used to bridge the instructional gap.
These types of programs can provide adults with a
second chance at a college education, reach those
disadvantaged by limited time distance or physicaldisability, and update the knowledge base of workers at
their places of employment.Separated = terpisah face-to-face = tatap muka
In concert with = bersamaan dengan gap = celah / jurang
FT 1-1b
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How is Distance Education Delivered?
A wide range of technological options are
available to the distance educator. They fall into
four major categories.
FT 1-2
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Voiceinstructional audio tools include the
interactive technologies of telephone, audio
conferencing and short-wave radio. Passive (i.e.,
one-way) audio tools include tapes and radio.
Short-wave = gelombang pendek
FT 1-3
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VideoInstructional video tools include stillimages such as slides, pre-produced movingimages (e.g., film, videotape), and real-time
moving images combined with audioconferencing (one-way or two-way video withtwo-way audio).
Still images = gambar-gambar tidak bergerak
Moving images = gambar-gambar bergerak
Pre-produced = praproduksi Real-time = langsung
One-way = satu arah two-way = dua arah
FT 1-4
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DataComputers send and receive information electronically. For this
reason, the term data is used to describe this broad category of
instructional tools. Computer applications for distance education are varied
and include :
Computer-assisted instruction (CAT)uses the computer as a self-
contained teaching machine to present individual lessons.
Computer-managed instruction (CMI)uses the computer to organize
instruction and track student records and progress. The instruction itself
need not be delivered via a computer, although CAI is often combined
with CMI.
Computer-mediated education (CME)describes computer applications
that facilitate the delivery of instruction. Examples include electronic mail,
fax, real-time computer conferencing, and World Wide Web applications.
Broad = luas, lebar varied = bervariasi track = melacak
Records = rekaman instructional = pengajaran, pembelajaranDeliver = en am aian
FT 1-5
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Printis a foundational element of distanceeducation programs and the basis from which allother delivery systems have evolved. Various
print formats are available including : textbooks,study guides, workbooks, course syllabi, andcase studies.
Foundational = mendasar basis = dasar
Evolved = berkembang various = berbagai
Print = cetakan syllabi = silabus
FT 1-6
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Which Technology is The Best?
Although technology plays a key role in the delivery ofdistance education, educators must remain focused oninstructional outcomes, not the technology of delivery.The key to effective distance education is focusing on theneeds of the learners, the requirements of the content,and the constraints faced by the teacher, before selectinga delivery system. Typically, this systematic approach will
result in a mix of media, each serving a specific purpose.Key role = peran kunci educators = tenaga pengajar
outcome = hasil needs = kebutuhan
Constraint = hambatan/halangan typically = biasanya
Approach = pendekatan
FT 1-7
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Key Players in Distance Education
The following briefly describes the roles of thesekey players in the distance education enterprise andthe challenges they face.
Students Meeting the instructional needs ofstudents is the cornerstone of every effectivedistance education program, and the test by whichall efforts in the field are judged. Regardless of the
educational context, the primary role of the studentis to learn.Briefly = secara singkat enterprise = perusahaan
Cornerstone = dasar utama judged = dinilai
Regardless = terlepas
FT 2-1
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FacultyThe success of any distance education
efforts rests squarely on the shoulders of the
faculty. In a traditional classroom setting, the
instructors responsibility includes assemblingcourse content and developing an
understanding of student needs. Special
challenges confront those teaching at a distance.Effort = usaha/upaya squarely = secara jujur
Assembling = menyusun/merancang content = isi
Confront = berhadapan
FT 2-2
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FacilitatorsThe instructor often finds it beneficial torely on a site facilitator to act as a bridge between thestudents and the instructor. To be effective, a facilitatormust understand the students being served and the
instructors expectations. Most importantly, thefacilitator must be willing to follow the directiveestablished by the teacher. Where budget and logisticspermit, the role of on-site facilitators has increasedeven in classes in which they have little, if any, content
expertise. At a minimum, they set up equipment,collect assignments, proctor tests, and act as theinstructors on-site eyes and ears.Beneficial = bermanfaat expectation = harapan
Directive = arahan expertise = keahlian
Proctor = mengawasi
FT 2-3
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Support staffThese individuals are the silent heroesof the distance education enterprise and ensure thatthe myriad details required for program success aredealt with effectively. Most successful distance
education programs consolidate support servicefunctions to include student registration, materialsduplication and distribution, textbook ordering,securing of copyright clearances, facilities scheduling,processing grade reports, managing technical
resources, etc. Support personnel are truly the gluethat keeps the distance education effort together andon track.Myriad = jumlah besar, banyak duplication = penggandaan
Copyright clearances = urusan hak cipta
managing = mengelola on track = pada jalurnya
FT 2-4
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AdministratorsAlthough administrators are typically influential inplanning an institutions distance education program, they often losecontact or relinquish control to technical managers once the programis operational. Effective distance education administrators are morethan idea people. They are consensus builders, decision makers, and
referees. They work closely with technical and support servicepersonnel, ensuring that technological resources are effectivelydeployed to further the institutions academic mission. Mostimportant, they maintain an academic focus, realizing that meetingthe instructional needs of distant students is their ultimateresponsibility.Influential = berpengaruh relinquish = melepaskan
Referee = wasit resources = sumber daya
Deployed = digunakan to further = untuk memajukan
Maintain = mempertahankan/memelihara
Ultimate = utama
FT 2-5
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