How Folklores Are Utilized As Pedagogical Tools To Instruct Interpreting Students?
Main Article Content
Abstract
Interpreting is a much more intricate process than translation. It involves expertise in linguistic and non-linguistic factors, such as cross-cultural comprehension. This article presents the results of a study conducted in a university classroom, specifically focusing on using Folklore in consecutive interpreting activities as a pedagogical tool among interpreting students. This study uses content analysis to explore untranslatable cultural terms in Folklore, particularly in evaluating students' interpreting skills. Moreover, the researchers examine moral lessons and untranslatable terms through student discussions. Students of English Department students participated in this study, chosen based their interpreting assessment. The findings are innovative in that Folklore serves as a pedagogical tool that effectively engages with consecutive interpreting activities by bridging practical experiences with theoretical concepts. This study's findings are novel in that Folklore is a feature of pragmatic teacher-student interaction and a pedagogical tool used to engage with consecutive interpreting students to relate practical experience to theoretical constructs, which spoken language interpreter educators could consider if culturally appropriate. Spoken language interpreter educators should also consider incorporating Folklore as an appropriate cultural approach to enhance the learning experience for their students.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.Penulis.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (Refer to The Effect of Open Access).
References
Amri, Y.K., et al. (2021). Revitalizing Local Wisdom of Turi-Turian Folklore as a Reflection of the Angkola Ethnic Group. available at Vol. 20 No. 2, 2021 Page 210-220 https://ejournal.unp.ac.id/index.php/humanus/article/view/114439/pdf
Amri, Y. K., and Syahputri, D. (2020). The Local Wisdom of Angkola in Efforts to Love the Environment. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(3), 2053–2063. https://doi.org/10.33258/birci.v3i3.1131
Arumí Ribas, M. (2012). Problems and Strategies in Consecutive Interpreting: A Pilot Study at Two Different Stages of Interpreter Training. Meta, 57(3), 812-835.
Burdah, I. (2004). Menjadi Penerjemah Metode Dan Wawasan Menerjemah Teks Arab. Yogyakarta: Tiara Wacana
Chung, H. V. (2016). A study of reading comprehension problems in English encountered by first year students of faculty of Vietnamese studies at Hnue (Unpublished doctoral dissertation). Hanoi National University of Education, Hanoi.
Dam, H. (2004). Interpreters’ notes: On the choice of language. Interpreting, 6, 3-17.
Dorson, R. M. 1972. Concepts of Folklore and Folklife Studies. In R. M. Dorson, (Ed.), Folklore and folklife (pp. 1–50). Chicago: The University of Chicago Press.
Effendi, Rachmat.2004. Cara Mudah Menulis dan Menerjemahkan. Jakarta: HAPSA et STUDIA.
Ficchi, V. (1999). Learning consecutive interpretation: an empirical study and an autonomous approach. Interpreting, 4, 199-218.
Garretson, D. A. (1981). A Psychological Approach to Consecutive Interpretation. Meta, 26 (3), 240-250
Goh, C. C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75.
González, M. (2012). The language of consecutive interpreters’ notes: Differences across levels of expertise. Interpreting, 14, 55-72.
Jaszczolt, K. (1996). Relevance and infinity: Implications for discourse interpretation☆. Journal of Pragmatics, 25, 703-722.
Kozin, A. (2018). Consecutive Interpreting: From Language to Communication. , 37-66.
Nida, E. A. 2001. Language and Culture—Contexts in Translating. Shanghai: Shanghai Foreign Language Education Press.
Nosratzadegan, N. (2014). The Problems Awaiting an Interpreter in the Process of Consecutive Interpreting from Persian into English: "Case Study". Journal of Language and Translation, 4(1), 55-65.
Nurullah, M., Khadijeh, S., Aref, R., Sedigheh, I.2014. The Role of Translation in Mutual Understanding of Different Cultures and Civilizations. Journal of Science and Today's World, 3, 130-136.
Sagala, R. W. (2023). Social Context Appears in the Code-Switching Utterances in the Webinar (Doctoral dissertation, UNIMED).
Syahputra, B. P. (2018). TEKNIK REFORMULASI PENERJEMAHAN LISAN OLEH PEMANDU WISATA DI OBJEK WISATA MAKAM KUNO RAJA SIDABUTAR PULAU SAMOSIR SUMATERA UTARA. Kumpulan Penelitian dan Pengabdian Dosen, 1(1).
Syahputra, B. P., Amri, Y. K., & Sagala, R. W. (2021). Linguistic Competency Analysis of Consecutive Interpreting Results for 6th Semester Students of FKIP UMSU. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(3), 7092-7098.
Tang, F. (2018). Explicitation in Consecutive Interpreting.
Yılmaz, H., & Yavuz, F. (2015). The problems young learners encounter during listening skills. Procedia-Social and Behavioral Sciences, 197, 2046-2050.