CHAPTER I

THE INTRODUCTION

1.1. The Background of the Research

English is a foreign language and it is very important for international

relationship because as an international language, English is used by most people in

the modern world. One aspect of English like other languages is translation. Even-

though translation is very difficult to do, it is still done because of its importance for

human beings whose mother tongue are not English. Without translation, the

information, technology and so forth can be transferred into the target language.

Translation is sometimes referred to as the fifth language skill alongside with

the other four basic skills (listening, speaking, reading, writing) as it is stated by Ross

(2000:45) says that “Translation holds a special importance at an intermediate and

advanced level: in the advanced or final stage of language teaching, translation from

L1 to L2 and L2 to L1 is recognized as the fifth skill and the most important social

skill since it promotes communication and understanding between strangers”

The first traces of translation date from 300 BC during the Egyptian Old

Kingdom, in the area of the first Cataract, Elephantine, where inscriptions in two

languages have been found. It is said that the twentieth century has been called the

age of translation or reproduction. Whereas in the nineteenth century translation was

mainly a one way means of communication between prominent men of letter and, to

a lesser degree, philosophers and scientists and their educated readers abroad

(Newmark, 1988:4). Translation is a craft consisting in the attempt to replace a

1
written message and/or statement in one language by the same message and/or

statement in another language. Translation theory attempts to give some insight into

the relation between thought, meaning and language; the universal, cultural and

individual aspects of language and behaviour, the understanding of cultures; the

interpretation of texts that may be classified and even supplemented by the way of

translation (Newmark, 1988:19). Thus, translation theory covers a wide range of

pursuit, attempts always to be useful, to assist the individual translator both by

stimulating him to write better and to suggest points of agreement on common

translation problems. Assumptions and propositions about translation normally arise

only from practice, and should not be offered without examples of originals and their

translation.

Translation theory derives from comparative linguistics, and within

linguistics, it is mainly an aspect of semantics; all questions of semantics relate to

translation theory. A translator requires knowledge of literary and non literary textual

criticism (Newmark, 1988:5). It is not surprising, therefore, that for centuries the

debate over translation has centered on the questions whether any translation can

give an adequate rendering of the form and content of the original text. Since the

time of Cicero professional translators have offered principles, either to defend a

particular translation or to instruct would be translators. The difficulties of translation

were mostly discussed and described in terms of stylistics, namely, how to be “true”

or “faithful” to the original text.

The writer’s experience shows that many teachers teach translation by asking

the students to look up their dictionary or sometimes they directly translate the words
into the target language, for example, Indonesian. However, in this research, the

writer wants to do research on teaching translation by using pictures.

1.2 The Problems of the Research

The problems of this research might be written as in the followings:

1. How effective does the picture help the students of MTsS Simpang Mulieng

in translating noun into Indonesia?

2. Can the picture improve the students’ ability in learning translation of

English noun into Indonesia?

1.3 The Purpose of the Research

This research tries to achieve the following objectives;

1. To see how effective the picture helps the students of MTsS Simpang

Mulieng in translating noun into Indonesia?

2. To know whether the picture can improve students ability in learning

translation of English noun into Indonesia.

1.4 The Hypothesis of the Research

The writer needs to hypothesize the followings:

1. By using picture, the students are easily to translate English noun into

Indonesia.

2. By using picture, the students are easily able to translate English noun.

3
1.5 The Scope of the Research

This Research limits its discussion on teaching translation by using pictures.

The writer tries to teach the second year students of MTsS Simpang Mulieng by

using pictures as teaching media. The pictures which are used by the teacher will

depend on the topic of teaching.

1.6 The Organization of the Writing

To make this thesis systematically, the writer organized it into four chapters.

Chapter I is the introduction part including the background of study, the problems of

study, the purpose of study, the hypothesis of study, the scope of study, and the

organization of study. Chapter II deals with the review of the related review on

translation and pictures. Chapter III deals with the data collections and analysis

including research design, the location and situation of the research, the population

and sample, procedure of data collection, analysis of data collection, the calculation

of the data, the study outcome and discussion. And the last chapter gives some

conclusions and suggestions.

 CHAPTER II

LITERATURE OVERVIEW

2.1 The Definition of Translation

Translation is one of the skills that should be learned and developed by the

students, but in reality they still have the same problems in learning it. It is because

translation involves two languages, source language and target language. In other

words, it can be said that translation requires a transfer from English to Indonesian

language, which is different one from the other in many aspects.

Furthermore, Nida claims that translation is as a craft consisting in the attempt

to replace a written message and/or statement in one language by the same message

and/or statement in another language (Nida, 1988:7).

Also it is necessary to discriminate between the teaching of translation as a

vocational skill and the use of translation in the teaching situation as an aid to

language learning. The need for some translation in language learning is usually

supported by non-native teachers. Native teachers of English argue that foreign

language learning needs as much exposure to L2 as possible during the precious

classroom time, and any usage of L1 or translation is a waste of time.

Translation is sometimes referred to as the fifth language skill alongside with

the other four basic skills (listening, speaking, reading, writing): “Translation holds a

special importance at an intermediate and advanced level: in the advanced or final

stage of language teaching, translation from L1 to L2 and L2 to L1 is recognized as

the fifth skill and the most important social skill since it promotes communication

5
and understanding between strangers” (Ross 2000:45). Therefore no matter how

good the students are at comprehending authentic reading or listening materials, the

majority keeps mentally translating from L2 into L1 and vice versa. This fact makes

teachers of foreign languages aware of the importance of translation in language

classrooms.

Why do students use their mother tongue in class? According to J. Harmer

(2001:33), a principal cause of this L1 use is provoked by the activity, i.e. if students

are linguistically incapable of activating vocabulary for a chosen task. Another

reason is that translation is a natural thing to do in learning a language, and code-

switching between L1 and L2 is regarded as naturally developmental. The amount of

L1 use by particular students may well have to do with differing learner styles and

abilities. “No one is in any doubt that students will use their L1 in class, whatever

teachers say or do” (Harmer 2001:56).

In addition, Leonard in Martin (1978: 1) defines “translation as the

transference of the content of a text from one language into another, bearing in mind

that we cannot always dissociate the content from the form”. Furthermore, Martin

(1978: vii) says that “Translation is to change into another language, retaining the

sense”. Each exercise involves some kind of loss of meaning, due to a number of

factors. It provokes a continuous tension, dialectic, an argument based on the claim

of each language. The basic loss is on a continuum between over-translation and

under-translation.

Translation theory’s main concern is to determine appropriate methods for

the widest possible range of texts or text categories. Further, it provides a framework
of principles, restricted rules and hints for translating text and criticizing translations,

a background of problem solving (Newmark, 1988:19). Thus, an institutional term or

a metaphor or synonym in collocation may each be translated in many ways, if it is

out of context; in these areas, the theory demonstrates the possible translation

procedures and the various arguments for and against the use of one translation rather

than another in a particular context. Note that translation theory is concerned with

choices and decisions, not with the mechanics of either the source language or the

target language. When we gives a lists of words that are grammatically singular in

one language and plural in another, we may be helping the student to translate, we

are illustrating contrastive linguistics, but we are not contributing to translation

theory.

Lastly, translation theory attempts to give some insights into the relation

between thought, meaning and language; the universal, cultural and individual

aspects of language and behavior, the understanding of cultures, the interpretation of

texts that may be clarified and even supplemented by way of translation.

Thus translation theory covers a wide range of pursuits, attempts always to be

useful, to assist the individual translator both by stimulating him to write better and

to suggest points of agreement on common translation problems (Newmark,

1988:19). Assumptions and propositions about translation normally arise only from

practice, and should not be offered without examples of originals and their

translations. As with much literature, the examples are often more interesting thanthe

thesis itself. Further, the translation theory alternates between the smallest detail, the

significance (translation) of dashes and hyphen, and the most abstract themes, the

7
symbolic power of a metaphor or the interpretation of a multivalent myth.

Consider the problem: a text to be translated is like a particle in an electric

field attracted by the opposing forces of the two cultures and the norms of two

languages, the idiosyncrasies of one writer (who may infringe all the norms of his

own language), and the different requirements of its readers, the prejudices of a

translator who may be possibly of its publisher. Further, the text is the mercy of a

translator who may be deficient in several essential qualifications: accuracy,

resourcefulness, flexibility, elegance, and sensitivity in the use of his own language,

which may save him from failing in two other respects: knowledge of the text’s

subject matter and knowledge of the source language (SL).

Let us look first at the practical problems. The translator’s first task is to

understand the text, often to analyze, or at least make some generalizations about his

text before he/she selects an appropriate translation method, so it is the business of

translation theory to suggest some criteria and priorities for this analysis.

For example, an article on ‘personnel management of multinational

companies’ may really be a defense of multinational companies, written in innocuous

internationalist, with contrasting formal to informal sentences emphasizing

innocence.

Next, the intention of the translator is trying to ensure that the translation has

the same emotional and persuasive charge of the original, and affects the reader in

the same way as the original.

The first traces of translation date from 300 BC, during the Egyptian Old

Kingdom, in the area of the First Cataract, Elephantine, where inscription in two
languages have been found. It became a significant factor in the West in 300 BC,

when the Romans took over wholesale many elements of Greek culture, including

the whole religious apparatus. In the twelfth century, the West came into contact with

Islam in Moorish Spain, The situation favored he two essential conditions for large

scale translation (Nida, 1988:3).

The twentieth century has been called the “age of Translation” or

“reproduction”. Whereas in the nineteenth century translation was mainly a one way

means of communication between prominent men of letters and, to a lesser degree,

philosophers and scientists and their educated readers abroad., whilst trade was

conducted in the language of dominant nation, and diplomacy, previously in Latin,

was in French, international agreements between state, public and private

organization are now translated for all interested parties, whether or not the

signatories understand each other’s languages. The setting of a new international

body, the constitution of an independent state, the formation of a multinational body,

gives translation enhanced political importance.

Translation theory derives from comparative linguistics, and within

linguistics, it is mainly an aspect of semantics; all questions of semantics relate to

translation theory. Sociolinguistics, which investigates the social registers of

language and the problems of languages in contact in the same or neighboring

countries, has a continuous bearing of translation theory.

A translator requires knowledge of literary and non-literary textual criticism,

since he has to assess the quality of a text before he decides how to interpret and

translate it. All kinds of false distinctions have been made between literary and

9
technical translation. Translation is a craft consisting in the attempt to replace a

written message and/or statement in one language by the same message and/or

statement in another language (Nida, 1988:7). In addition, Leonard in Martin (1978:

1) defines “translation as the transference of the content of a text from one language

into another, bearing in mind that we cannot always dissociate the content from the

form”. FurthenTlore, Martin (1978:vii) says that “Translation is to change into

another language, retaining the sense”. Each exercise involves some kind of loss of

meaning, due to a number of factors. It provokes a continuous tension, dialectic, an

argument based on the claim of each language. The basic loss is on a continuum

between over-translation (increased detail) and under- translation (increased

generalization).

2.2 The Types of Translation Method

The central problem of translation has always been whether to translate

literally or freely. Furthermore, Newmark (1988: 45-47) suggests that there are some

types of translation method which can be used for teaching and learning activity.

They are as follows:

1. Word-for-word Translation

This method is often demonstrated with the target language (TL) immediately

below the source language (SL) word. The SL word order is preserved and the

words translated singly by their most common meanings, out of context.

2. Literal Translation

The SL grammatical construction are changed to their nearest TL equivalent, but

the lexical words are again translated singly, out of context.

 3. Adaptation

It is the ‘freest’ form of translation. It is used mainly for plays (comedies) and

poetry. The SL culture changed to the TL culture and text rewritten.

4. Free Translation

It reproduces the matter without the manner or the context without the form of

the original. It is usually a paraphrase, much longer than the original.

5. Idiomatic Translation

It reproduces the message of the original, but tends to distort nuances of meaning

and idioms where these do not exist in the original.

6. Communicative Translation

It tries to render the exact contextual meaning of the original in such way that

both content and language are accepted and comprehended by the reader.

In addition, in his article On Linguistic Aspects of Translation’, Roman

Jakobson distinguishes three types of translation:

1. Intralingual translation, or rewording (an interpretation of verbal signs by

means of other signs in the same language).

2. Interlingual translation or translation proper (an interpretation of verbal

signs by means of some other language).

3. Intersemiotic translation or transmutation (an interpretation of verbal

signs by means of signs of nonverbal sign systems).

Having established these three types, of which (2) translation proper

describes the process of transfer from SL to TL, Jakobson goes on immediately to

point to the central problem in all types: that while messages may serve as adequate

11
interpretations of code units or messages, there is ordinarily no full equivalence

through translation. Even apparent synonymy does not yield equivalence, and

Jakobson shows how intralingual translation often has to resort to a combination of

code units in order to fully interpret the meaning of a single unit. Hence a dictionary

of so-called synonyms may give perfect as a synonym for ideal or vehicle as a

synonym for conveyance but in neither case can there be said to be complete

equivalence, since each unit contains within itself a set of non-transferable

associations and connotations (Susan Bassnett, 2002:23).

2.3 The History of Translation

No introduction to Translation Studies could be complete without

consideration of the discipline in an historical perspective, but the scope of such an

enterprise is far too vast to be covered adequately in a single book, let alone in a

single chapter. What can be done in the time and space allowed here is to look at the

way in which certain basic lines of approach to translation have emerged at different

periods of European and American culture and to consider how the role and function

of translation has varied. So, for example, the distinction between word for word and

sense for sense translation, established within the Roman system, has continued to be

a point for debate in one way or another right up to the present, while the

relationship between translation and emergent nationalism can shed light on the

significance of differing concepts of culture. Romantic translators connect with

changing concepts of the role of the individual in the social context. It cannot be

emphasized too strongly that the study of translation, especially in its diachronic

aspect, is a vital part of literary and cultural history. Susan Bassnett (2002:47)
2.4 Language and Culture

The first step towards an examination of the processes of translation must be

to accept that although translation has a central core of linguistic activity, it belongs

most properly to semiotics, the science that studies sign systems or structures, sign

processes and sign functions. Beyond the notion stressed by the narrowly linguistic

approach, that translation involves the transfer of ‘meaning’ contained in one set of

language signs into another set of language signs through competent use of the

dictionary and grammar, the process involves a whole set of extra-linguistic criteria

also. Edward Sapir claims that ‘language is a guide to social reality’ and that human

beings are at the mercy of the language that has become the medium of expression

for their society. Experience, he asserts, is largely determined by the language habits

of the community, and each separate structure represents a separate reality: No two

languages are ever sufficiently similar to be considered as representing the same

social reality. The worlds in which different societies live are distinct worlds, not

merely the same world with different labels attached. Sapir’s thesis, endorsed later

by Benjamin Lee Whorf, is related to the more recent view advanced by the Soviet

semiotician, Jurí Lotman, that language is a modeling system. Lotman describes

literature and art in general as secondary modeling systems, as an indication of the

fact that they are derived from the primary modelling system of language, and

declares as firmly as Sapir or Whorf that ‘No language can exist unless it is steeped

in the context of culture; and no culture can exist which does not have at its center,

the structure of natural language. Language, then, is the heart within the body of

culture, and it is the interaction between the two that results in the continuation of

13
life-energy. In the same way that the surgeon, operating on the heart, cannot neglect

the body that surrounds it, so the translator treats the text in isolation from the culture

at his peril (Susan Bassnett, 2002:22).

2.5 The English Part of Speech.

The verb is the most important word in the sentence. The word verb is derived from

the Latin word verbum which means word. The verb is the word which gives life and

purposes to the sentence and without a verb the group of words cannot be a complete

sentence (Callihan, E.L., 1979: 30). Even a single can be a sentence if it is a verb

with an understood subject, as in the command: Stop! The subject you is understood:

You stop.

A verb is a word that denotes action, being, or a state of being. Most verbs are

action verbs, but many verbs merely assert being or a state being. There are three

types of verbs as in the following sentences:

a) The heavyweight champion rushed from his corner. (Action)

b) The handler was in the champion’s corner. (being)

c) The champion’s wife is beautiful. (state of being)

Nouns rank next in importance to verbs in building sentences. A sentence

must have not only a predicate but also a subject, and the subject is a noun or a

pronoun or an equivalent. Most subjects in writing are nouns. Nouns are names of

persons, animals, things, places, ideas, etc. Any word used as a name is a noun.

There are four kinds of nouns: Common nouns, proper nouns, abstract nouns, and

collective nouns.

Common nouns are the ordinary names of common objects, human being,
animals, places etc. For instance: bed, man, cat, town. Proper nouns are the names of

particular person, places and things. Proper nouns are always capitalized. For

example: Robert, Al Qur’an, Toba lake. Abstract nouns are the names of conditions

and qualities, like: sadness, beauty, speed, bravery, redness etc. Collective nouns are

the names of collections or groups of persons, animals, and things. We must be able

to recognize collective nouns to avoid making errors in subject verb agreement. For

instance: Team, jury, flock, fleet, family, crew etc.

Pronouns are words that are used in place of nouns. A pronoun designates a

person, a place, or a thing without naming it. The prefix pro means “for”; so pronoun

means “for a noun”. There are six classes of pronouns: personal pronouns,

demonstrative pronouns, interrogative pronouns, indefinite pronouns, distributive

pronouns, interrogative pronouns and relative pronouns. A personal pronoun is one

that shows by its form whether it denotes the speaker (first person), the person or

thing spoken to (second person) or persons or things spoken of (third person). The

demonstrative pronouns point out: this and that (singular), these and those (plural).

Indefinite pronouns point out vaguely and indefinitely, and they cause grammatical

trouble. The most common indefinite pronouns are: one, someone, anyone, both,

many all, none, some etc. The distributive pronouns separate groups into individuals.

There are only three distributive pronouns, and they are always singular like: each,

either, neither etc. Interrogative pronouns are used in asking question, either direct or

indirect, for example:

a) Who was hurt in the accident? (direct question)

b) They do not know who was hurt. (indirect question)

15
 The interrogative pronouns are who, whose, whom, which, and what, and

they are singular or plural according to the meaning of the sentence. The most

common errors are made in using who and whom and in confusing the possessive

whose with who’s (who is). Relative pronouns connect (relate) a dependent clause to

an antecedent (noun) in another clause, for example:

a) Amir is the man who must run the race.

b) Mandela is the man whom we must nominate.

Who and whom both introduce a dependent clause and refer to the antecedent

man in the independent clause. In the first sentence who is the subject of verb must

run in the dependent. In the second sentence whom is the direct object of the verb

must nominate in the dependent clause. The most common relative pronouns are:

who, whom, whose, which, and that. Who in its different forms is used to refer to

persons. Which refers to things or animal, or to persons considered as a group. That

may be used to refer to persons, places, or things.

Adjectives are words that modify nouns and pronouns. Adjectives either

describe or limit the meaning of the words they modify. The use of adjectives

enables the writer to express conceptions that nouns alone do not convey. The two

classes of adjectives are descriptive adjective and limiting adjectives. The descriptive

adjectives describe the nouns they modify. The limiting adjectives limit the meaning

of the words they modify like “its was five miles to the center of the town”.

Adverbs are words that modify verbs, adjective or adverbs. Adverbs may be

classified into adverb as adverbs of manner (slowly, quickly), adverbs of time

(yesterday, today) and adverbs of frequency (always, often, seldom, never etc),
adverbs of place (east, north, etc.).

Prepositions are linking or connecting words. The preposition serves two

purposes in the sentences: (1) it relates a noun or pronouns (the object) to another

word in the clause or sentence; (2) It shows what relation exists between the two

words. Pre positions can classified into simple and compound. Simple preposition are

single words, like: at, from, by, for, in, on etc. Compound preposition contains more

than one word such as: according to, in front of, because of etc.

Conjunctions are words that connect (join) two words or two phrases or two

clauses of equal rank, or that join a dependent (subordinate) clause to a word in the

independent (principal) clause. Simple conjunctions may denote addition or

enumeration, contrast, choice or inference. For example: and, or, but etc.

Interjections are words or phrases to express strong or sudden feeling or

emotion or to attract attention. The interjection has no grammatical relation to the

other words in the sentence; it is an independent construction, for instance: Alas!,

Hurrah! Oh! Etc.

The theory of translation is concerned with a certain type of relation between

languages and is consequently a branch of comparative linguistics. From the point of

view of translation theory the distinction between synchronic and diachronic

comparison is irrelevant. Translation equivalences may be set up, and translations

performed, between any pair of languages or dialects, related or unrelated and with

any kind of spatial, temporal, social or other relationship between them.

In term of extent, levels and ranks of translation, it can be categoried

(Catford, 1974:21-24) as the following:

17
 1) Full translation versus partial Translation

This distinction relates to the extent of source language text which is

submitted to the translation process. By text we mean any stretch of language,

spoken or written, which is under discussion. According to circumstances a text may

thus be a whole library of books, a single volume, a chapter, a paragraph, a sentence,

a clause, etc. It may also be a fragment not co-extensive with any formal literary or

linguistic unit. In a full translation, the entire text is submitted to the translation

process: That is, every part or parts of source language text is replaced by target

language text material. In a partial translation, some part or parts of the source

language text are left untranslated: they are simply transferred to and incorporated in

the target language text. In literary translation it is not uncommon for some source

language lexical items to be treated in this way, either because they are regarded as

‘untranslatable’ or for the deliberate purpose of introducing ‘local colour’ into the

target language text. This process of transferring source language lexical items into a

target language text is more complex than appears at first sight, and it is only

appropriately true to say that they remain ‘untranslated’. The distinction between full

and partial translation is hardly a technical one. It is dealt with here, however, since it

is important to use the distinct term partial in this semi technical, syntagmatic, sense,

reserving the term restricted for use in the linguistically technical sense.

2) Total versus Restricted Translation

This distinction relates to the levels of language involved in translation. By

total translation we mean what is most usually meant by translation; that is,

translation in which all levels of the source language (SL) text are replaced by target
language (II) material. Strictly speaking, total translation is a misleading term, since,

though total replacements is involved it is not replacement by equivalent at all levels.

In total translation source language grammar and lexis are replaced by equivalent

target language Grammar and lexis. This replacement entails the replacement of

source language phonology/graphology by target language equivalents, hence there

is no translation, in our sense, at that level. For use as a technical term, total

translation may best be defined as replacement of source language grammar and lexis

by equivalent target language grammar and lexis with consequential replacement of

source language phonology or graphology by target language phonology/graphology.

By restricted translation we mean ‘replacement of source language textual

material by equivalent target language textual material, at only one level’. That is

translation performed only at the phonological or at the graphological level, or at

only one of the two levels of grammar or lexis.

It should be noted that, though phonological or graphological translation is

possible, there can be no analogous ‘contextual translation’; that is translation

restricted to the inter level of context but not entailing translation at the grammatical

or lexical levels. I other words, there is no way in which we can replace source

language contextual units by equivalent target language contextual units by

equivalent target language grammatical units, since it is only by virtue of their

encapsulation, so to say, in formal linguistic units that contextual units exist. Context

is, in fact, the organization of situation substance into units which are co-extensive

with and operationally inseparable from the formal units of grammar and lexis. With

the medium levels the situation is different. Phonology, for instance, is the

19
organization of phonic substance into units which, in combination, functions as

exponents of the units of grammar and lexis; phonological units, as such, are not

bound to grammatical or lexical units in the way in which contextual units are bound

to such units. Hence the separability of phonology or graphology for translation

purposes; and, on the other hand, the non-separability of context.

In phonological translation, source language phonology is replaced by

equivalent target language phonology, but there are no other replacements except

such grammatical or lexical changes as may result accidentally from phonological

translation. For example, an English plural, such as cats, may come out as apparently

a singular cat in phonological translation into a language which has no final

consonant cluster.

In graphological translation, source language graphology is replaced by

equivalent target language graphology, with no other replacements, except, again,

accidental changes. Phonological translation is practiced deliberately by actors and

mimics who assumes foreign or regional accent, though seldom in a self conscious or

fully consistent way.

Both phonological and graphological translation must be included in a

general theory of translation because they help to throw light on the conditions of

translation equivalence, and hence on the more complex process of total translation.

Graphological translation must not be confused with transliteration. The latter is a

complex process involving phonological translation with the addition of phonology-

graphology correlation at both ends of the process.

Restricted translation at the grammatical and lexical levels means,

respectively, replacement of source language grammar by equivalent target language

grammar, but with no replacement of lexis, and replacement of source language lexis

by equivalent target language lexis but with no replacement of grammar. Pure

translation restricted to either of these levels is difficult if not impossible owing to

the close interrelations between grammar and lexis and the tendency for exponents of

grammatical categories to be ‘fused’ with exponents of lexical items.

2.6 The Ideals of Translation Teaching

Since we cannot attend all classes in today’s translation teaching centers, an

analysis of the integration of theory and practice in courses must be done by a review

of how translation is claimed to be taught ideally in classrooms. Such an examination

of pedagogics is relevant, since ideals are declarations of intention by being explicit

about what individual translation teachers want to teach their students. It goes

without saying that reality calls for adjustments, but the intention is still there.

Contrary to House’s harsh depiction of translation classes in the 1980s in

which there were no explanations and only traps, much current literature suggests

that teachers have finally found - convincing or unconvincing - ‘explanations’ in

theoretical developments in Translation Studies. With Vidal Claramonte (1998:61), I

would argue that looking into the parallelisms of theories and didactics is a revealing

exercise, and I shall therefore devote the following, brief section to it. But before we

embark on this exploration, I wish to emphasize two things. Firstly, I intend to

illustrate rather than attempt to be exhaustive: I will not review every single theory

and every single teaching method under the sun. I will only provide some examples

to support my contention that there is a strong connection between theory and the

21
methods in translator training. Secondly, I am fully aware that the account that

follows classifies scholars in distinct, independent categories. However, reality is

more complex, so I use the categories only for the sake of clarity. Nevertheless, the

picture which emerges will suffice to bolster my claim that today’s translation

teaching methods and theories go hand in hand and that there are convincing or

unconvincing reasons (but reasons nonetheless) for today’s syllabi in various

teaching environments. Further work may therefore be profitably devoted to refining

the nuances and tie up loose ends (http://www.proz.com/translation-articles/ accessed

on June 3rd 2009).

2.7 The concept of picture

Anonim (http://owl.english.purdue.edu/handouts/general/gl_prgph.html,

retrievedMarch 9, 2009) proposes four definitions of picture, they are:

1. The art of painting; representation by painting.

2. A representation of anything (as a person, a landscape, a building) upon

canvas, paper, or other surface, produced by means of painting, drawing,

engraving, photography, etc.; a representation in colors. By extension

afigure a model.

3. An image or resemblance; a representation, either to the eye or to the mind;

that which, by its likeness, brings vividly to mind some other thing; as, a

child is the picture of his father; the man is the picture of grief.

4. To draw or paint a resemblance of; to delineate; to represent; to form or

present an ideal likeness of; to bring before the mind.

According to Hornby (1974: 631), picture is painting, drawing, sketch of

something, especially as a work of art.

2.8 The Feature of Picture

Anonim (2007e) states there are eight features of pictures criteria namely:

a. It is of high quality.

b. It is of high resolution. It is of sufficiently high resolution to

allow quality reproductions. Images should be at least 1000 pixels

in resolution in width or height to be supported, unless they are of

historical significance or animated; even larger sizes are generally

preferred.

c. It is a photograph, diagram, image or animation.

d. It has a free license. It is available in the public domain or under a

free license.

e. It adds value to an article and helps readers to understand an

article. The encyclopedic value of the image is given priority over

its artistic value.

b. d. It is accurate. It is supported by facts in the article or references cited on

the image page.

a. It is pleasing to the eye. It is taken or created in a manner which

best illustrates the subject of the image. The picture makes

readers want to know more. It has a good caption. The picture is

displayed with a descriptive, informative and complete caption.

b. It is neutral. An image illustrates the subject objectively and does

not promote a particular agenda or point of view.

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2.9 The Advantages of Using Picture

Picture are considered to be one of the most helpful and powerful types of

media in language teaching, useful resource to develop students interest. In teaching

learning process, pictures are media that have many advantages for teacher and

students. As Alcornin ( Husna, 2006) states that:

“Young and old, dull and bright like pictures; their appeal is universal.
children become acquainted with them long before they start to school, and
adult continue to ”look at” pictures long after they have completed formal
schooling, in fact as long as they live. Pictures are among the cheapest and
most readily available of all learning materials. Many of them are free.
Teachers and students gather pictures from magazines, newspapers,
advertisements, pamphlets, poster, circulars, and an endless of sources”.

According to above quotation, it can be concluded that there are some

advantages of using pictures as media in language teaching, they are low-cost

availability, flexibility, and motivating. First low-cost availability means that the

teacher can find many pictures around them. The pictures are not only in black or in

white but teacher could also find colorful pictures.

Second flexibility means that pictures are good aids to be used for either

individual or group. Finally motivating means that pictures can be a motivation in

learning. Especially, if it is a picture about something that attracts students interest.

Therefore , teacher should select pictures that can arouse students emotion or can

stimulate their interest.

 TEACHING TRANSLATION OF ENGLISH NOUN BY USING
PICTURE TO THE SECOND YEAR STUDENT OF MTsS SIMPANG
MULIENG

Thesis

Submitted to the English department of FKIP Almuslim

University in the fulfillment of requirement
For Sarjana Pendidikan Degree

25
 By

NAMA : MURLINA
Nim 031300379

THE FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS ALMUSLIM
MATANGGLUMPANGDUA
2009

Anonim. 2004a. The Paragraph. (Online),

(http://owl.english.purdue.edu/handouts/general/gl_prgph.html,
retrieved
March 9, 2009)

Hornby, AS. 1974. Oxford Advanced Learner’s Dictionary of

Current English.
The Third Edition. Oxford University Press.

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