Translation Methods and Procedures Preference of English Department Students Universitas Airlangga on Translating Aesop Fables

Translation is not merely a linguistic conversion of words from a source language (SL) to a target language (TL); it is a complex cognitive process that involves decision-making, cultural adaptation, and the application of specific strategies. At the English Department of Universitas Airlangga, students are rigorously trained in the intricacies of translation theory and practice. A common area of study and application for these students is the translation of literary texts, specifically Aesop's Fables. These short, moral-laden narratives present unique challenges that require students to choose between various translation methods and procedures. This discussion explores the preferences of English Department students at Universitas Airlangga regarding the methods and procedures they employ when translating Aesop's Fables, examining how their academic background influences their strategic choices.

Theoretical Framework: Methods vs. Procedures

To understand the preferences of the students, it is essential to distinguish between translation methods and translation procedures. As defined by translation theorists like Newmark and Vinay & Darbelnet, a translation method refers to the way a specific text is approached conceptually. It covers the whole text. The two primary methods are often categorized as Source Language (SL) bias or Target Language (TL) bias. SL bias methods, such as literal translation, prioritize the form and structure of the original text. TL bias methods, such as communicative and free translation, prioritize the reception and understanding of the target audience.

In contrast, translation procedures are the specific techniques applied to sentences or phrases to solve technical problems locally. These include procedures such as transposition, modulation, equivalence, and adaptation. While methods dictate the global orientation of the translation, procedures are the tactical tools used to handle specific linguistic hurdles.

The Nature of Aesop's Fables

Aesop's Fables possess distinct stylistic features that significantly influence translation decisions. Characterized by brevity, simple sentence structures, anthropomorphism, and an explicit moral lesson at the end, these fables are deceptively simple. The language is often direct and unadorned, yet it conveys deeper philosophical or ethical truths. For student translators at Universitas Airlangga, the challenge lies in preserving the simplicity of the narrative while ensuring the moral message is conveyed effectively in Indonesian. The cultural context of ancient Greece, where the fables originated, sometimes conflicts with modern Indonesian cultural contexts, necessitating careful consideration of translation procedures.

Preference for Translation Methods

When analyzing the work of English Department students, a distinct preference for the Communicative Translation Method emerges. This approach aligns with the TL bias, where the primary goal is to produce a readable and natural text for the target audience. In the context of Aesop's Fables, students often prioritize the readability of the story for Indonesian readers over strict adherence to the syntactic structures of the original English text.

The Communicative method is favored because Aesop's Fables are generally intended for a broad audience, including children and young adults. Students at Universitas Airlangga are trained to consider the function of the text. Since the function of a fable is to instruct and entertain through a clear narrative, a Semantic Translation method (which focuses narrowly on the author's intent and the exact contextual meaning) can sometimes result in stilted or ambiguous Indonesian prose. Consequently, students tend to adopt a Communicative approach to ensure the "message" and the "moral" land effectively.

However, this preference is not absolute. Students often employ a dynamic mix of methods. For straightforward narration, they may lean towards a Literal approach to respect the economy of words Aesop is known for. Yet, when it comes to conveying the moral punchline, there is a noticeable shift towards Communicative or even Free translation to capture the essence of the proverb in natural Indonesian idiom.

Preference for Translation Procedures

At the micro-level, the students demonstrate a consistent application of specific translation procedures to handle the linguistic features of the fables.

1. Literal Translation

Given the simple sentence structure of many fables, Literal Translation is frequently the go-to procedure for students. When translating simple declarative sentences such as "The fox laughed at the crow," students often opt for a direct word-for-word conversion ("Si rubah tertawa pada gagak"). This works well because the typological similarity between English and Indonesian allows for grammatical equivalence in simple sentences without sounding awkward. Students at Universitas Airlangga are taught that if a literal translation is accurate and natural, there is no need to over-complicate the process.

2. Transposition

Transposition, which involves changing the grammatical category of a word without changing the meaning, is another highly preferred procedure. English fables often use gerunds or specific noun phrases that sound unnatural if translated literally into Indonesian. For instance, if the original text uses a noun phrase for an action, a student might transpose it into a verb form to suit Indonesian grammar which prefers verbal constructions. This procedure demonstrates the students' grammatical competence in both languages, allowing them to manipulate grammatical structures to maintain fluency.

3. Modulation

Modulation involves a shift in cognitive categories or a change in point of view. This is particularly useful when translating the moral lessons of the fables. English proverbs or morals often use metaphors that may not resonate directly with Indonesian readers. Students utilize modulation to alter the perspective slightly. For example, a negative phrase in English might be translated into a positive phrase in Indonesian to convey the same emphasis more naturally. This procedure is vital for ensuring the "punchline" of the fable retains its impact. The preference for modulation highlights the students' ability to think creatively and navigate the nuances of meaning beyond the dictionary definition.

4. Transference or Borrowing

In cases involving proper nouns (names of gods, specific places, or the protagonist "Aesop" himself), students typically employ Transference. Names like "Hercules" or "Mercury" are often kept in their original form or transliterated rather than translated (e.g., translating "Hercules" to "Herkules" rather than finding an Indonesian equivalent). This preserves the exotic or classical flair of the text, grounding the story in its original mythological context, which is an accepted practice in literary translation.

Influences on Student Preferences

The preferences exhibited by Universitas Airlangga students are largely shaped by their curriculum. The department emphasizes the importance of context and audience analysis. Students are encouraged to view themselves not just as converters of language, but as mediators of culture. Consequently, they tend to avoid hyper-literalism that might result in translationeseungrammatical or nonsensical phrasing resulting from too-close adherence to SL syntax.

Furthermore, the influence of Bahasa Indonesia as the target language plays a crucial role. The flexibility of Bahasa Indonesia in terms of word formation and reduplication allows students to transcode English concepts effectively. The preference for Communicative Translation reflects a desire to make the foreign text accessible to the Indonesian public, aligning with the broader educational goals of the institution.

Conclusion

In summary, the translation of Aesop's Fables by English Department students at Universitas Airlangga reveals a sophisticated balance between fidelity to the source text and readability in the target language. While they respect the simplicity of the original narrative through the occasional use of Literal Translation, their overarching preference lies in the Communicative Translation method. This macro-strategy is supported by the micro-application of procedures such as Transposition, Modulation, and Borrowing. These choices reflect a high level of linguistic competence and cultural awareness, ensuring that the ancient wisdom of Aesop is preserved for modern Indonesian readers in a way that is both accurate and aesthetically pleasing. Through these translation practices, students demonstrate that effective translation is an art form that requires flexibility, critical thinking, and a deep understanding of both the source and target cultures.

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