Strategi dan Teknik Terjemahan Novel Arab dalam Kalangan Pelajar Universiti (Arabic Novel Translation Strategies and Techniques used among University Students)

Abstract

Strategi Pembelajaran Terjemahan (SPT) ini agak tersisih daripada arus pendekatan komunikatif dalam kurikulum bahasa Arab, namun para sarjana mengakui ia adalah strategi dominan yang diperlukan terutama kepada pelajar bahasa ketiga yang masih di peringkat keupayaan yang sederhana. Kajian ini bertujuanmengenal pasti tahap penggunaan strategi terjemahan dalam pembelajaran bahasa Arab secara keseluruhan dan mengikut klasifikasi secara spesifik, danmengkategori jenis teknik terjemahan novel Arab dalam kalangan pelajar. Data kajian dikumpul daripada dua sumber iaitu dengan menggunakan soal selidik dan tugasan terjemahan novel adaptasi Arab yang berjudul " " ‫سىيز‬ ‫تىم‬ ‫هغاهزات‬ (Pengembaraan Tom Sawyer). Kajian ini melibatkan 129 pelajar jurusan Bahasa Arab di peringkat sarjana muda di dua buah universiti awam. Manakala kajian terjemahan novel Arab pula melibatkan 40 orang pelajar. Dapatan kajian menunjukkan bahawa tahap penggunaan Strategi Pembelajaran Terjemahan secara keseluruhan dalam kalangan pelajar universiti awam berada pada tahap penggunaan yang sederhana. Kajian juga menunjukkan terdapat dua kategori strategi pembelajaran terjemahan berada pada tahap sederhana, iaitu strategi terjemahan menulis dan strategi terjemahan campuran. Manakala tiga kategori lain berada pada tahap penggunaan yang rendah, iaitu strategi terjemahan membaca, strategi terjemahan bertutur dan strategi terjemahan mendengar. Teknik terjemahan novel Arab pula mendapati 130 jenis teknik terjemahan yang diklasifikasikan kepada enam jenis kumpulan di mana kajian mendapati jenisteknik terjemahan calque adalah mendominasi. Kajian ini melihat bahawa SPT perlu dimanfaatkan dalam ketika berdepan dengan pelajar dari pelbagai arasagar bersesuaian dengan keupayaan bahasa.Kata Kunci:Strategi Pembelajaran Terjemahan (SPT);teknikterjemahan; terjemahan novel; pembelajaran Bahasa Arab; bahasa ketiga Arabic Novel Translation Strategies and Techniques used among University Students ABSTRACTTranslation Learning Strategy (SPT) is somewhat excluded from the communicative approach in the Arabic Language curriculum, howevermany scholars acknowledge that it is a dominant strategy which is critically needed especially by the third language students who are still at the moderate level.The study aims to; 1) identify the level of translation learning strategies used in the Arabic language learning as a whole, and according to the SPT classification in particular, and 2) categorize the types of translation techniques used by the students in the translation of Arabic novels. The data was collected using a questionnaire and translated work of an Arabic novel entitled ". " ‫سىيز‬ ‫تىم‬ ‫هغاهزات‬ (Pengembaraan Tom Sawyer).A total of 129 undergraduates in an Arabic language degree program in public

A Review on the Factors Affecting the Learning of Arabic Macro-Skills Among Malay Undergraduate Students

“…The influence of anxiety in Arabic language learners' environment particularly in foreign language learners' situation is put in to consideration by many researchers (Bahraudin, 2017). However, researchers like Haron et al, (2016) declared that Arabic students with peak language anxiety levels might have low language achievement.…”

“…Though, wan (2016) found that listening ability is tremendously anxiety frustrating mostly when the text is not comprehensible to the learners. Students regularly sensed nervous if listening in the target language for the reason that several factors for example the legality of the listening script (Bahraudin, 2017). Even though unidentified or rigid sentence used in the script, peculiarity of the listening substantial for the environmental factors for instance accent, and learners' lack of self-reliance in their listening ability (Yan & Wan, 2018).…”

“…In conclusion, the researchers discovered that students acted optimistically across the practice of role play in knowing Arabic as it befits student-centred knowledge which provides chances for learners to investigate second language nature according to their experience. Moreover, In understanding the Arabic language as a second language, Bahraudin (2017) discovered that a good number of Malay learners of Arabic have skills of Arabic syntax and lexis, but using it is speaking skills is difficult to them. This predicament happens for many aspects, which include lack of confidence, poor teaching method, the mother tongue influences.…”

“…Another challenge facing AFL undergraduate Malaysian learners is lack of exposure to the Arabic language. For the vast majority of the undergraduate students that are learning Arabic as a foreign language in Malaysia are lacking exposure towards Arabic language (Bahraudin, 2017). The use of Arabic language for most of the students is confined to classroom whereas in sometimes lecturers are giving lectures not in the target language but students' mother language.…”

The Modern Reform of Arabic Learning Paradigm and Its’ Contribution toward the Development of Islamic Studies

“…In recent developments, Arabic has finally got very significant attention from scientists and reviewers of Islamic studies in many fields. Many of these studies were related to the innovation of strategies in teaching Arabic in different contexts and language skills (W. Baharudin, 2017;Fajriah, 2017;M. Khalilullah, 2011;Sangid & Muhib, 2019); approaches or teaching designs (Muradi, 2014;Shodiq, 2018;Ummi & Mulyaningsih, 2016); media (Azhari, 2015;Iswanto, 2017;Mahmudah, 2018); and some external influences in teaching and learning Arabic (Abdullah et al, 2015;Kassim et al, 2017;Wekke, 2016) which have been included as a part of formal and non-formal education curriculum.…”