EEJ 2 (2) (2012) English Education Journal http://journal.unnes.ac.id/sju/index.php/eej THE COMPUTERIZED ACCOUNTING AND INFORMATION TECHNOLOGY STUDENTS’ TRANSLATIONS VIEWED FROM SYSTEMIC FUNCTIONAL Anggreningrum  Prodi Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Negeri Semarang, Indonesia Abstrak Studi ini bertujuan untuk a) menggambarkan realisasi dari interpersonal meaning, experimental meaning, dan tekstual meaning pada translasi siswa jurusan CA dan IT STMIK WP, b) menjelaskan perbedaan dan persamaan antara translasi siswa CA dan IT dalam merealisasikan ketiga meaning tadi, c) menjelaskan apakah arti sudah tepat terhadap bahasa target. Penelitian ini merupakan penelitian qualitative, dengan siswa CA dan IT sebagai subjek. Data diambil dari hasil translasi siswa CA dan IT. Peneliti mengimplementasikan teoti SFL dan translasi. Hasil penilitian menunjukan persamaan terjadi pada hasil translasi kedua jurusan tersebut dalam ideational theme. Perbedaan terjadi pada trasnitifitas dan interpersonal meaning pada proses quantitas. Translation equivalence di capai melalui translation shift. Abstract The study on translation viewed from SFL aims at a) describing the realization of interper- sonal meaning, experiential meaning, and textual meaning in the students’ translations of CA department and IT students’ translations, STMIK WP, b) explaining the differences and the similarities between students’ translations of CA department and IT department at ST- MIK WP in realizing those three meanings c) explaining whether the meaning of the source language is equivalence to the target language. It is a qualitative research; CA students and IT students as the subjects of this research. The data of this study are taken from students’ trans- lations on CA and IT department of STMIK WP in form of Indonesian-English translation. There are ten translations; five samples of each are selected to obtain the variation process of SFL realization In analyzing the data, I implemented SFL theory and the translation theory. The results showed that the similarities between both departments are occurred in experiential meaning and textual meaning. Many students used ideational theme. The differences between those departments are occurred in transitivity and interpersonal meaning on the quantity of the process. In terms of translation equivalence in this text, it is achieved through translation shift. © 2012 Universitas Negeri Semarang Info Artikel Sejarah Artikel: Diterima Agustus 2012 Disetujui September 2012 Dipublikasikan November 2012 Keywords: Translation Interpersonal Textual and experiential meaning Translation equivalence  Alamat korespondensi: Kampus Unnes Bendan Ngisor, Semarang 50233 E-mail: pps@unnes.ac.id ISSN 2087-0108 Anggreningrum / English Education Journal 2 (2) (2012) 100 INTRODUCTION English is the language of globalization, international communication, commerce and tra- de now. English is no longer viewed as the proper- ty of the English-speaking world but it is an in- ternational commodity sometimes referred to as English as an International Language (Richards, 2000). Therefore, this language becomes primary lesson in educational field. English learning has benefit not only for English subject itself but also for non-English subject, English for Specific Purpose (ESP). In ESP, the learning of English is defined to meet specific needs of the learners and centered on the language appropriate to the activity in terms of grammar, lexis, register, study skills, discourse and genre (Dudley-Evans, 1998). Institute of Computer Management and Infor- matics Widya Pratama Pekalongan (STMIK WP Pe- kalongan) conducts three semesters for learning English. The global aim of this learning is that the students are able to use English for transfer- ring and adopting knowledge which they learn in the computer field. Therefore, it would be more efficient to teach them the specific kinds of lan- guage and communicative skill needed for parti- cular field (Richards, 2000). Acquiring English language, they are able to communicate in social field and work field. In work place, nowadays, there are so many investors in our country. One of them is foreign investors which support our economic growth (Riyanto, 2011:1). Confronting this situ- ation, the students need to apply their ability in English, both written and oral skills. For instan- ce, when the applicants have English interview test, it means that they conduct their ability in speaking. However, before having interview test, they have to pass the early step first of entering the work field; they send the application letters to the companies. Regarding the important of Eng- lish skills in this field, in the second semester, the students of STMIK Widya Pratama Pekalongan study the subject concerning writing application letter and having English interview test. The goal of this study is to prepare them in facing the work field. Explaining the material about how to write the application letter, the teachers use translation technique. Translation is included in major branches of applied linguistics. It can be defined as trans- ferring the meaning of the source language into the target language (Larson, 1984). Translation has played a central role in human interaction for thousand of years (Crystal, 2003). Moreover, it has become one of techniques in teaching langu- age process using grammar translation approach. The application of this approach in teaching Eng- lish refers to the theory that any single method could achieve optimum success in all circums- tances (Strevens, 1997). Grammar-translation approach is an extension of the approach used to teach classical languages to the teaching of mo- dern languages (Murcia, 2001). The teacher gives a typical exercise to translate sentences from the target language into the mother tongue (or vice versa). Nevertheless, many students have difficul- ty in understanding the message or translating the text. I wonder about the analysis of the students’ translations, especially in form of Indonesian- English translation. Consequently, it is interesting to do research in this field. Usually, teachers use their opinion or intui- tion in checking the students’ translation result. By applying it, they sometimes face difficulty in explaining why the certain word is better used than others in translating the text. Based on this problem, Systemic Functional Linguistics (SFL) can assist the teachers in explaining how the transla- tions are. SFL as we know it today is the result of a continual evolution of theory and description in which the theory had its roots in Firth’s teachings in linguistics, taken up and deve- loped by Halliday (Webster, 2005). Translation concerns for meaning and meaning closely rela- ted to SFL as it provides a fundamental basis for a comprehensive understanding of meaning. SFL has been applied to translation studies by trans- lation scholar such as House (1986, 1997); Ba- ker (1992); Hatim and Mason (1990, 1997); and Trosborg (2002). Mira Kim analyzed the use of Systemic Functional Text Analysis for Translator Education (Kim, 2007). The study found that it was possible to classify error in the target texts based on meaning using SFL. Besides, Dorry (2009) studies a use of thematic structure theory in the translation. Taking into account what has been men- tioned, I analyzed comparative study between the Computerized Accounting (CA) and Information Technology (IT) students of STMIK Widya Prata- ma Pekalongan translations viewed from systemic functional linguistics. I decided to compare both students since they have different background of English competence. Based on their grade, both classes have different result in English language learning. The meaning of it is that they have va- riation skill in English. Concerning their ability in translating the application letter, I want to reveal how their translations results are. Therefore, I did 101 Anggreningrum / English Education Journal 2 (2) (2012) research on the CA and IT Students’ Translations Viewed from Systemic Functional Linguistics (a case at STMIK Widya Pratama Pekalongan). It is hoped that the result of this study will provide the solution to teachers in proofreading students’ translation result. By knowing the students’ abili- ty, the teachers can help them in translating prac- tice. Based on the above statement, there are five questions in this research; the first is how are the interpersonal meaning, experiential meaning and textual meaning realized in the CA students of STMIK WP translations? Next, how are the interpersonal meaning, experiential meaning and textual meaning in the IT students of STMIK WP translations? The third is what are the differences and similarities between the CA and IT students of STMIK WP translations in realizing interper- sonal meaning, experiential meaning and textual meaning? The fourth is the meaning in the source language equivalence to the target language? And the last is how do the findings contribute to the English teaching? Based on the above problems, this study has goals in describing the realization of inter- personal meaning, experiential meaning, and textual meaning in the students’ translations of Computerized Accounting Department, STMIK WP Pekalongan, describing the realization of in- terpersonal meaning, experiential meaning, and textual meaning in students’ translations of In- formation Technology Department, STMIK WP Pekalongan, explaining the differences and the similarities between students’ translations of CA department and IT department at STMIK WP Pekalongan in realizing interpersonal meaning, experiential meaning and textual meaning, exp- laining whether the meaning in the source lan- guage is equivalence or not to the target language and explaining how the findings contribute to the English teaching. Translation may be defined as the process of text changing from the source language into the target language without modifying the level of text content in the source language (Moentaha, 2006: 11). This statement is in accordance with Newmark’s idea as restated by Machali (2000: 5) who explains that translation is rendering the meaning of a text into another language that is equal to the author’s purpose of the text. Moreo- ver, Nida and Taber also define that translation is reproducing the message in the source langu- age message into the receptor language which is equivalent to meaning and style (Widyamartaya, 1989: 11). Catford (1978: 20) also defines that translation as the replacement of textual material in one language (source language) by equivalent textual material in another language (target language). On the whole, translation is conveying pro- cess of the text in the source language into the target language without changing the author’s meaning in the original text. In order to find the good translation, we have to assess the translation based on the ba- sic criteria; they are as follows (Nida and Taber, 1974: 12); put on the source language and the tar- get language in the context of each communicati- on, consider the text type (on the basis of function and characteristic) as the delivering message from the sender to the receiver in different setting, note the reaction of the readers of the target language that they understand the message or not and pay close attention to the translator’ intent. The above criteria were used to assess students’ translation results in order to collect the data of this study. Beaugrande (1978) defines equivalence relation in terms of the translation being a valid a representative of the original in the communi- cative act in question. As Xiang Yinhua (2011) states that equivalence in translation should not be approached as a search for sameness, but only as a kind of similarity or approximation, and this naturally indicates that it is possible to establish equivalence between the source text and the tar- get text on different linguistic levels and on diffe- rent degrees. Therefore, equivalence in translation can only be understood as a kind of similarity or ap- proximation. This means that equivalence bet- ween the source text and the target text can be established on different levels and in different aspects. In this research, translation theory will be related to systemic functional linguistics theory. Systemic Functional Linguistics is a theory of language which sets out to explain how humans make meaning (Coffin, 2010: 2). It refers to the relationship between language and the brain, on the one hand, language and society. Moreover, functional grammars view language as a resource for making meaning (Gerot and Wignell, 1994:6). They describe language in actual use and so fo- cus on text and their contexts. It is concerned not only with the structures but also with how those structures construct meaning. Based on the above definition, Systemic Functional Linguistics is the study of how the grammar is used in language and how the gram- mar constructs the meaning, by considering the language as the resource. Three types of meaning are distinguished in SFL and each of these relate to the three overall Anggreningrum / English Education Journal 2 (2) (2012) 102 functions. They cover the ideational metafunction (meanings to do with propositional content), the interpersonal metafunction (meanings to do with the exchange of perspectives and the expression of attitude) and the textual metafunction (mea- nings concerned with how the text is structured as a message) (Coffin, 2010: 3). Moreover, those three meanings related to translation. A variety of languages based on its usage or according to what people do with their langu- age is generally called as register. It is a semantic concept that goes with the variation in the text situation (Halliday and Hasan, 1985: 38). The re- gister variables cover field, tenor, and mode. First- ly, the realization of field is the pattern of process (verbs), participants (nouns), circumstances (pre- positional phrases of time, manner, place, etc.)”. These type of grammatical patterns express the transitivity patterns in language concerning”who is doing what to whom, when, where, why, and how”. Then, tenor which is in the interpersonal meaning is realized through MOOD. It refers to variables such as the type of clause structure (dec- larative, interrogative), the degree of certainty or obligation expressed (modality) the use of tags, vocatives, attitudinal words which are either posi- tively or negatively loaded, expressions of intensi- fication, and politeness markers of various kinds. And the last is mode which is realized through theme, the patterns of foregrounding and conti- nuity in the organization of the clause (Eggins, 1994: 77). By analyzing field, tenor and mode, the realization of three meanings can be observable. There are three semantic categories about how phenomena of the real world are repre- sented as linguistic structures (Gerot and Wig- nell, 1994:52). They are namely process, circums- tances and participants. Processes are central to transitivity and realized by verbs. Participants and circumstances are incumbent upon the doings, happenings, fee- lings and beings. The following are six different process types: Material processes are processes related to experiences in the external, material world. It is actions and happenings. It is outside world and observable. E.g. She gave him a present and she made a cake. Mental processes are ones of sensing: fee- ling, thinking, perceiving. It is perception, cogni- tion, and affective processes. It is inner world and not directly observable. For instance, I knew the answers and I believe he is wrong. Behavioral processes are processes of phy- siological and psychological behavior, like breat- hing, dreaming, snoring, smiling, looking, wat- ching, and listening. E.g. they cried and he slept soundly. Verbal processes are processes of saying, or more accurately, of symbolically signaling. It is mental process that becomes observable. He said ‘hello’ and he told a story are case in point. Relational processes. They are process of ‘being and having’. They can be classified accor- ding to whether they are being used to identify so- mething or to assign a quality to something. For example, he is a famous artist and he has a truck. Existential processes are processes of exis- tence. It is expressed by verbs of existing: ‘be’, ‘exist’, ‘arise’ and the existent can be phenome- non of any kind. For instance, there is a bird on a tree and ghost exists. A participant can be a person, a place, or an object and in the grammar of clause the par- ticipant is realized by a nominal group (Butt, et al, 1996:52). As stated above that participants are incumbent upon the doings, happenings, feelings and beings: First, Participants in material process, they are actor, goal, range, beneficiary, a recipient and a client. Second, Participants in Behavioural Processes. The first one is behaver; person or ani- mal having the behaviour, usually endowed with consciousness. Most behavioural processes only have a single participant, and that’s the behaver. Next is behaviour which is found in very few ca- ses. Behaviour usually repeats the behavioural process with some added attribute. Meanwhile, another participant which is not a restatement of the process is called a phenomenon. Participants’ roles in mental process are senser and phenomenon. Senser is for those who are conscious can feel, think or see. On the one hand, phenomenon is that which is sensed; felt, thought or seen. Participants in verbal processes, viz. sayer, receiver and verbiage. Sayer is the person or thing that says something. While receiver is the addres- see; the person to whom something is said. Then, verbiage is the content of what is said and always expressed by a noun group phrase. Participant in existential process is exis- tent. It is the participant that process introduces as existing, as having existence. Participants in relational processes are to- ken and value. Token is the concrete entity that symbolizes a value. Susan is the kindest salesperson in the shop is a case in point. Whereas value is a more abstract entity that can be perceived only if represented by a more concrete entity. For instan- ce, Susan is the kindest salesperson in the shop. Circumstances answer such questions as when, where, why, how, how many and as 103 Anggreningrum / English Education Journal 2 (2) (2012) what. They realize meaning about time, place, manner, cause, accompaniment, matter and role. By analyzing type of process, participant and circumstance, it is easily to analyze the tran- sitivity. FINDINGS AND DISCUSSION The data of this research are ten students’ translations of application letter which consists of five translations from the CA students and five translations from the IT students. All data were segmented into clauses and there were 19 clau- ses in CA students’ translations and 19 clauses in IT students’ translations. There are six pro- cess types, namely material, mental, behavioral, relational, verbal and existential. The dominant process which can be shown in the table is mate- rial. This process was chosen by the students sin- ce the translation of the text reflects the process of material doing. It expresses the notion that some entity physically does something. There is difference in material process usage. Students applied 55 material processes in Indonesian and 54 processes when they translated into English. This is because one student translated material process in Indonesia into behavioral process in English. The next dominating process is mental that related to sensing: feeling, thinking and per- ceiving. The use of this process in Indonesia is higher than in English. Indonesian has 40 men- tal processes while only 22 mental processes in English. The word “bisa” in Indonesian reflects mental process. However, when students transla- ted into English the word ‘bisa’ does not include as process since it is finite. Relational process can be classified according to whether they are being used to identify something or to assign a quali- ty to something. The students used this process in their translation as the third choice. Next, the fourth process is verbal, the process of saying or symbolically signaling. In this part, the students have the same quality and its realization in each text; it is different from relational process. Then, only two behavioral processes are chosen by stu- dents. However, no students used existential pro- cess in their translation. It was revealed that all clauses either in Ind or English apply declarati- ve mood. It means that interrogative, imperative and exclamative was not chosen by the students. The reason is that they translate written text in form of application letter. As we know that in this letter, we give information to the reader. Therefore, the declarative mood is the most type used in this translation. Students have a range of choices available to express modality. In this case, they tend to use low modality in translating the text. Most of them use can in their English translation to show their ability. For the second choice, they often translate I think which reflects that they use medium modality. Nonetheless, the students never express their modality using high modality. It can be concluded that the dominant type of theme chosen by students is ideational theme or topical theme. Most of them used I as pronoun in their application letter. Moreover, they also use textual theme for the second choice. The data showed that they use and, but, that as conjunctions and besides, in addition, and then as text connectives. On the contrary, interpersonal theme is not found in the application letter. It is as the same as the first findings on different stu- dents that the dominant process is material. This process of material doing was chosen by most of students, 55 material processes in Ind and 48 ma- terial processes in English. The second process is mental that related to sensing: feeling, thinking and perceiving. It is the same as comparison in computerized accounting students that mental process in Ind is most used than in English. Next, the third process is relational process in which it can be classified in order to identify something or to assign a quality to something. Then, the fourth process is verbal, the process of saying or symbo- lically signaling. Then, only two behavioral pro- cesses are chosen by students. Based on the table, it showed that there is no student who uses exis- tential process in their application letter. As the findings of computerized accounting students, the students of information technology also only used declarative mood in their translation. This is because the overriding social purpose of appli- cation letter is to give information through desc- ribing, explaining and so on. It can be concluded from the above table that most students apply low modality in translating the text. Most of them use can in their English translation to show their abi- lity. For the second choice, they often translate I think which reflects that they use medium modali- ty. Nevertheless, the students do not express their modality using high modality. This findings is as the same as computerized accounting students. The dominant type of theme used by students is ideational theme or topical theme. They used per- sonal pronoun “I” in their letters. Besides, they also used textual theme. Textual theme refers to conjunctions such as and and that. While besides, and also are the examples of connectives. On the other hand, interpersonal theme is not found in the application letter. The example of the discussion is the tran- Anggreningrum / English Education Journal 2 (2) (2012) 104 sitivity analysis of text 1 from Computerized Accounting students’ translation result. Ingin melamar in Indonesian was translated into writing to apply in English. Ingin is mental process and melamar is material process. The change of pro- cess from mental and material process into mental and mental process in English occurred here. The word ingin expresses future, something that has not done yet in the past. Thus, the student used present continuous as future marker. Then, beru- mur in the third clause means mempunyai umur which is classified as relational process. There are two groups of relational process; identifying pro- cess and attributive process. Moreover, relational process can be further sub-classified into intensi- ve, possessive or circumstantial. In this text, the students translate saya berumur 27 tahun into I am 27 years old. Both berumur and am are attributive process. The difference is that the first is attributi- ve possessive and the latter is attributive intensi- ve. This finding is the opposite of the next clause. Saya memiliki gelar is translated into I had a degree. The word memiliki becomes had in English. Both of them are relational process and they have the same sub classification; they are attributive pos- sessive. Next, the process transition from Indone- sian into English also can be found in the trans- lation of bisa mengoperasikan. These two verbs show mental and material process. Yet, that verbs become material process in English since can is a finite. In problem solving is the translation of men- gatasi masalah in this text. The student changed process type in English version that is material process is changed into circumstantial matter. Bisa berbicara and bisa berbahasa were also reali- zed into the change of process type. The first is mental-verbal process becomes verbal process in English. And the latter, mental-material process is translated into material process. Based on this first text, the student translated merasa in the 15th clause into think in English version. Merasa and think are grouped as mental process. However, it has difference in sub classification. Merasa is mental-affect process while think is mental-cogni- tion process. The second is mood type discussion of text 1. In this case, the student translated the application letter from Indonesian into English. After analyzing the letter in Indonesian version and its translation in English, the type of mood used is declarative. It is about self identification, experience and skill. The student did not change at all concerning the type of mood. It is similar to the discussion of transitivity, bisa mengoperasikan, bisa berbahasa, and bisa bekerja is also analyzed in term of modality. 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