Shafa Firda Nila / Jurnal Arbitrer - Vol. 7 No. 1 (2020) Online version available in : http://arbitrer.fib.unand.ac.id | 2339-1162 (Print) | 2550-1011 (Online) | JURNAL ARBITRER SubmiSSion Track A B S T R A C T Recieved: January 21, 2020 Final Revision: March 29, 2020 Available Online: April 26, 2020 The current research focuses on analyzing the translation techniques of Islamic terminologies in bilingual children storybooks from Indonesian into English. The source of the data is two selected bilingual children storybooks Seri Belajar Islam sejak Usia Dini. This study applied a descriptive qualitative approach to analyze the data, to explain the phenomena, and to withdraw the conclusion. The result showes that in Ayo Belajar Manasik Haji there are 33 Islamic terminologies and 6 translation techniques, while in Ayo Belajar Hadist there are 24 Islamic terminologies and 5 translation techniques. keyword Translation technique, Islamic terminology, bilingual, children book correSpondence Phone: 081288280387 E-mail: shafa.firda@binabangsa.ac.id Article Translation Techniques of Islamic Terminologies in Bilingual Children Story Books Shafa Firda Nila1, Yollanda Octavitri2 1,2Universitas Bina Bangsa, Banten, Indonesia Under Liscense of Creative Commons Attributioni-NonCommercial 4.0 International.DOI: https://doi.org/10.25077/ar.7.1.84-88.2020 I. INTRODUCTION Children’s literature is also an important conveyor of world knowledge, ideas, values, and accepted behavior despite being entertainment and a tool for developing children’s reading skills (Puurtinen, 1998). However, translating for children is often viewed as rewriting for different audiences in different times, places, and cultures (Stolze, 2003). It includes an attitude geared towards the target language, culture, and addressees that even is meant to influence the perception of the source text, which has to be translated (Stolze, 2003). Therefore, translators need to ponder on the role and the expectations of the audience, as well as the performance of the translated text (Oittinen, 2008). Translation is seen as an action between cultures than between languages (Pascua, 2003). It is more than an act of communication or text processing. It requires a complex cognitive process of the translators/interpreters and the understanding of the social context of both SL and TL (Abumahfouz and Al-shboul, 2017, Albir and Alves, 2009; Newmark, 2009, Hatim and Munday, 2009, Katan, 2009). Translation practice in Indonesia has been evolving in line with the rapid development of global information and technology. Moreover, this is supported by the role of both conventional media such as books and modern media such as internet-based media that make the demand for various translation materials increasing (Nuraeni, Saptaningsih, and Al Makmun, 2019). Djatmika, Wibowo, and Dewi (2014) explained that composing a text in certain genres requires skills in selecting types of discourse units and how to arrange them appropriately for a certain genre. It also needs good skills in exploiting grammatical and constructions and vocabularies to make a positive contribution to effective learning materials. Discursive activity is defined in terms of the perspectives taken on such issues of language in socio-cultural life as globalization, the environment, racism, gender, the commoditization of education, and so on (Hatim, 2009). Discourse in English can be a barrier for English language learning (ELL) students because English serves as content (Brice et al., 2008). Bilingual book is a medium of learning a foreign language that encourages learners with the help 81 Shafa Firda Nila / Jurnal Arbitrer - Vol. 7 No. 1 (2020) of their native language to understand a foreign language in particular subjects. Therefore, translation functions as a bridge for the two involved languages. Bilingual books can be in the form of storybooks that contain religious values or knowledge, in this case, Islamic storybooks for children. The subjects of the book may vary from science, religion, and other areas of knowledge. Islamic storybooks contain terminologies related to Islam, which are originally written in Arabic language. As Islam is widely spread all over the world, its terminologies are also used or adopted in many languages through translation and transliteration. The process of translation and transliteration may result in the differences in spelling among the target languages. Al-Hamad and Salman (2013) added that the process of translation even gets more complicated by the variation of both languages, stocks of vocabulary, and writing styles. Several researchers had researched translation of Islamic terms in Indonesian to the English language, including storybooks (Noerjanah, 2017; Farkhan, 2018). However, many of the only focus on the translation process. The current research focuses on the translation techniques of Islamic terminologies in bilingual children storybooks from Indonesian into English. II. METHODS This study is product-oriented, which focused on translation as a product. This study applied a descriptive qualitative approach to describe translation techniques, translation methods, and translation ideology. In qualitative research, the inquirer analyzes words or images (Creswell, 2012). In other words, qualitative research is holistically emphasized on data in the forms of words, sentences, or pictures that have meanings (Nababan & Santoso, 2018). This study is also an embedded-case study because the researcher has decided on the problem and the focus of the research. Cases are bounded by time and activity, and researchers collect detailed information using a variety of data collection procedures over a sustained time (Castillo, 2015; Stake; Yin in Creswell, 2014). The data were analyzed using Spradley’s methodology of ethnographic analysis: domain, taxonomic, componential, and thematic (Mendoza, 2008). The researcher read every composition of the bilingual children’s storybooks, identified the Islamic terminologies, classified them, and then analyzed the translation techniques. The source of the data is two selected bilingual children storybooks, Seri Belajar Islam sejak Usia Dini entitled Ayo Belajar Manasik Haji and Ayo Belajar Hadist. The data were analyzed to find out the translation techniques in creating equivalent terms. The translation technique is classified using translation technique classification by Molina and Albir (2002). III. RESULT Islamic Terminologies The Islamic terminologies found in this study are commonly known and can be classified into places of worship, rituals of worship, and divinity concepts. The books are aimed to introduce the children about Islam and to teach English as well. Islamic Terminologies Referring to Places of Worship ST: Mereka datang berhaji ke tanah suci. TT: They come for hajj to the holy land. ST: Makah adalah kota suci umat Islam yang ada di negara Arab Saudi. TT: Mecca is the holy city of Muslim in Saudi Arabia. ST: Masjid adalah rumah Allah di bumi. TT: The mosque is the house of Allah on earth. Islamic Terminologies Referring to Rituals of Worship ST: Ayah dan bunda akan pergi ibadah haji. TT: Father and mother wil go for hajj. ST: Wukuf yaitu berdiam diri sambil berzikir dan berdoa di Arafah pada tanggal 9 Dzulhijah. TT: Wukuf is silent and remembering Allah and praying at Arafah on 9th Dzulhijah. ST: Thawaf dilakukan setelah melempar jumroh. TT: Thawaf is done after throwing jumroh. ST: Segera ambil wudhu untuk shalat subuh.82 Shafa Firda Nila / Jurnal Arbitrer - Vol. 7 No. 1 (2020) TT: Immediately take ritual ablution for subuh prayers. ST: Shalat wajib lima waktu lebih utama dilakukan dengan berjamaah di masjid. TT: The five obligatory prayers are more principal to do in the congregation at the mosque. Islamic Terminologies Referring to Divinity Concept ST: Agar mendapat pahala dan terjaga dari dosa. TT: To be rewarded and protected from sin. ST: Jadilah anak shaleh yang diridoi Allah dan ayah bunda. TT: Be pious children that blessed by Allah and parents. ST: Allah akan murka jika kita tidak sayang pada hewan dan makhluk Allah lainnya yang ada di bumi. TT: Allah would be angry if we do not love the animals and other creatures of Allah on earth. Translation Techniques The translation techniques were identified by analyzing the source text and the target text. The findings of the research are as follows: Translation Techniques in Ayo Belajar Manasik Haji There are 6 translation techniques found in Ayo Belajar Manasik Haji, namely borrowing, duplet, established equivalence, literal translation, amplification, and generalization. Here is the recapitulation of translation techniques found in Ayo Belajar Manasik Haji. Table 1. Recapitulation of Translation Techniques in Ayo Belajar Manasik Haji No. Translation Technique Frequency 1. Borrowing 12 2. Duplet (combination of two techniques) 9 3. Established Equivalence 5 4. Literal Translation 5 5. Amplification 1 6. Generalization 1 Σ 33 Translation Techniques in Ayo Belajar Hadist There are 5 translation techniques found in Ayo Belajar Hadist, namely duplet, generalization, established equivalence, literal translation, and borrowing. Here is the recapitulation of translation techniques found in Ayo Belajar Hadist. Table 2. Recapitulation of Translation Techniques in Ayo Belajar Hadist No. Translation Technique Frequency 1. Duplet (combination of two techniques) 8 2. Generalization 6 3. Established Equivalence 6 4. Literal Translation 3 5. Borrowing 1 Σ 24 IV. DISCUSSION The translation techniques found in the two Islamic children storybooks are as follow: Borrowing Borrowing is to take a word or expression straight from another language. It can be pure (without any change) or it can be naturalized (to fit the spelling rules in the target language). In Ayo Belajar Manasik Haji, borrowing technique is found in 12 terminologies, whereas in Ayo Belajar Hadist there is only one terminology. The borrowing technique is classified into pure borrowing and naturalized borrowing. Thawaf is an example of pure borrowing, while Makah (ST) – Mecca (TT) is naturalized borrowing. Established Equivalence Established equivalence is to use a term or expression recognized (by dictionaries or language in use) as an equivalent in the target language. There are 5 terminologies in Ayo Belajar Manasik Haji and 6 terminologies in Ayo Belajar Hadist. Negara Arab Saudi (ST) – Saudi Arabia (TT) and masjid (ST) – mosque (TT) is some examples of established equivalence. Generalization Generalization is to use a more general or neutral 83 Shafa Firda Nila / Jurnal Arbitrer - Vol. 7 No. 1 (2020) are amplification and borrowing (1 terminology), and established equivalence and borrowing (1 terminology). Meanwhile, in Ayo Belajar Hadist duplet technique is found in 8 terminologies. The duplet in the data is mostly the combination of generalization and borrowing (4 terminologies). Others are literal translation and borrowing (3 terminologies), and established equivalence and borrowing (1 terminology). V. CONCLUSION Translating religious terminologies is challenging, particularly if the target readers are children. The terminologies found in this study are from Arabic language, which was then translated into Indonesian and English. Therefore it actually involved three languages: Arabic, Indonesian, and English. In translating the terminologies, the translator – and the writer as well – mostly used the loan words from Arabic language in the form of borrowing technique. Both the translated terminologies referred to the translation of the Holy Qur’an in Indonesian and English. term. The words pahala and murka were translated into reward and angry, respectively are some examples of generalization. Literal Translation The literal translation is to translate a word or an expression word for word. Tanah suci, kota suci, and shalat wajib lima waktu, which were translated into the holy land, the holy city, and the five obligatory prayers are some examples of literal translation. Amplification Amplification is to introduce details that are not formulated in the source text. This technique is also known as an addition. There is only one data of amplification technique, i.e. berzikir, which was translated into remembering Allah. Duplet Technique Duplet technique is a combination of two translation techniques. In Ayo Belajar Manasik Haji, duplet technique is found in 9 terminologies. The duplet in the data is mostly the combination of literal translation and borrowing (7 terminologies). Others REFERENCES Abumahfouz, A., & Al-Shboul, Y. (2017). The Translatability of Schemata in the Holy Quran: Seeing the Invisible. AWEJ for Translation & Literary Studies vol. 1 (3): 46-61. Albir, A.H., & Alves, F. (2009). Translation as a Cognitive Activity. In J. 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Research, seminar/conference and publication: Hibah Penelitian Dosen Pemula 2017, ICoLTS 2016, ICoLLiT 2017, ELTLT 2017, PRASASTI 2018, CONAPLIN 2018, CALLS 2019. Professional associations: member of IDRI (Ikatan Dosen Republik Indonesia), junior member of HPI (Himpunan Penerjemah Indonesia), and member of ALTI (Asosiasi Linguistik Terapan Indonesia). Yollanda Octavitri, S.Hum., M.Pd. A lecturer of Bahasa Indonesia at Universitas Bina Bangsa, Serang, Banten. The author studied Bahasa dan Sastra Indonesia at Universitas Diponegoro (graduated in 2012) and Pendidikan Bahasa Indonesia at Universitas Sultan Ageng Tirtayasa (graduated in 2018). Her research interests are linguistics and language teaching. Research, seminar/conference and publication: Conference Nasional Baduy 2017, Seminar Nasional Bahasa dan Sastra Indonesia 2018, CALLS 2019.85