Meaning and Translation

Nugroho, Andy Bayu

doi:10.20885/jee.vol1.iss2.art6

Cited by 7 publications

(9 citation statements)

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“…Rahmatillah (2016) believes that translating is a skill that a translator needs to master and understand the source text and put it into the target language, keeping the style when translating, and need to be a competent translator in both foreign languages and mother tongue. Translation is the process changing a text from one language into the target language about the written message or ideas without changing the meaning in the source language (Lefevere, 1992;Nugroho, 2007). Basically translation means reproducing the message in the source language with the most reasonable and closest equivalent in the target language, either from the meaning or from style in translating.…”

Section: Translationmentioning

confidence: 99%

Strategies and Techniques of Translation in Translating Songs as 21st Century Curriculum

Anwar

2020

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Song is one of English material in 21st century curriculum at senior high school. To produce memorable and beautiful meaning, song lyrics comprise language variation, figurative language, idioms, and pragmatics. However, students will face problems in translating and comprehending the meaning of the song lyric. Therefore, to figure out the message and the intended meaning from the song lyrics, the students should understand techniques and strategies in translation. Regarding with the statements, the aims of this study are to find out kinds of difficulty faced by the students, to analyze kinds of translation technique used by the students and strategies to overcome their difficulties in translating English song. In conducting the research, the writer used descriptive qualitative research based on Creswell theory. The result of the research showed that the students faced difficulties in determining figurative language, idiom, linguistics factors grammatical, referential, connotative, and contextual meaning in song lyric. There are six translation techniques used by the students: literal translation, reduction, modulation, amplification, linguistic compression, and transposition. There are several strategies can be used to help students in translating variation of meaning in English song: shifting shape, shape in meaning, adaptation, contextual matching and matching recorded. Learning techniques of translation and their strategies are useful for receiving better understanding in language enhancement. In addition, to translate the source into target language, students will also have a good comprehension of the song’s content.

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Section: Translationmentioning

confidence: 99%

Strategies and Techniques of Translation in Translating Songs as 21st Century Curriculum

Anwar

2020

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“…Value, according to Andy Bayu Nugroho, is divided into two types: referential value and connotative value. The translator should know what meaning the author may have in mind [8].…”

Section: Introductionmentioning

confidence: 99%

Agriculture faculty students’ meanings translation in conditions of the development of communicative competence

2020

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This article discusses psychological characteristics of communicative and speech competence of the agriculture faculty students. The authors pay attention to the study of students communication skills in the process of interaction, their ability to translate meaning, skills of information interpretation and effective meaning transfer. The study involved 120 students aged 17 to 23 years (M=20.75, SD=2.25 (37% men). Methods were used: a survey – “Communicative competence” of L. Michelson in the modification of Yu.Z. Gilbukh; testing – subtest No. 6 of the Wechsler test; analytic tasks – a method of supplementing / completing / restoring a speech utterance, a classification method; statistical methods (descriptive statistics , Mann Whitney U test, Kruskal-Wallis test). The study found that first-year students differ from senior students in communicative competence. The speech competence of graduate students in a qualitative aspect is better developed, however, it is distorted by the influence of personal characteristics and the situation. The research prospects are aimed at studying the differences in speech and communicative competence of students who completed training courses on the development of these abilities. It is also promising to study the characteristics of the process of meaning, as variables in the formation of speech and communicative competence.

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“…Our study design reflects the challenges of a comparative research undertaking. First, translation-specific difficulties exist: words or sentences of different languages—and thus their translations—often do not have single meanings, but can evoke wide-ranging associations and can imply certain conceptions (Filep, 2009; Nugroho, 2007). Although this problem always arises when working with language, the problem is accentuated with questionnaire versions in different languages used in differing cultures (Katan & Taibi, 2021).…”

Section: Discussionmentioning

confidence: 99%

Factors and Clusters of Musical Self-Concept Discovered in a Cross-Cultural Sample of Swiss, Chinese, and Taiwanese Students

2023

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Cultural and societal settings in which an individual is raised, and the role of music and musical training during an individual’s upbringing, shape the relation to music and the conception of the self with regard to music in the present and in the future. Accordingly, differing cultural and musical biographical backgrounds are reflected in differences of musical self-concepts. The aim was to assess distinct musical self-concept types of Chinese, Taiwanese, and Swiss university music students with an adapted version of the Musical Self-Concept Inquiry (MUSCI), and to analyze these types in terms of the manifestation of different dimensions of the musical self-concept as well as sociodemographic and further personal characteristics. 805 university music students took part in the study. The sample included 293 Swiss, 356 Chinese, and 156 Taiwanese students. An adapted version of the Musical Self-Concept Inquiry was administered, and the data subjected to a principal component and a confirmatory factor analysis to determine the factors of the musical self-concept. A cluster analysis was carried out to identify self-concept clusters. H-, U-, Chi2, and two-sample Kolmogorov–Smirnov Z-tests were carried out to assess cluster differences in the factor manifestations, as well as sociodemographic and further personal aspects. The Musical Self-Concept Inquiry-SwisSino could be confirmed with regard to three factors (ability, mood management, dance), while other factors could not be retained. Three significantly distinct clusters were identified, which differed regarding the factor manifestation and the students’ origin, gender, course of study, main instrument, practice hours, and parental educational background and musical activity. However, due to only a few dimensions of the musical self-concept being verified, the broadness of the concept was restricted. Advances in quantitative comparative music studies will thus require further work on conceptional issues as well as the clarification of cultural notions and adequate translations.

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Meaning and Translation

Cited by 7 publications

References 0 publications

Strategies and Techniques of Translation in Translating Songs as 21st Century Curriculum

Strategies and Techniques of Translation in Translating Songs as 21st Century Curriculum

Agriculture faculty students’ meanings translation in conditions of the development of communicative competence

Factors and Clusters of Musical Self-Concept Discovered in a Cross-Cultural Sample of Swiss, Chinese, and Taiwanese Students

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