MIDTERM TEST OF ADVANCED TRANSLATION

Dr.H. Masrupi,M.Pd.

Name : Yeni Ghonivita S.Pd. Ing

NIM : 7777180015
Class :A

DIRECTIONS: Choose a, b, c or d for the fit answer!

1. “Translation consists of reproducing in the receptor language the closest
natural equivalence of the source language message, first in terms of meaning
and secondly in terms of style.” Who says this definition?
a. Larson (1984)
b. Newmark (1988)
c. Nida (1965)
d. Catford (1978)
2. “Translation is the replacement of textual material in one language (SL) by
equivalent textual material in another language (TL).” Who defines it?
a. Larson (1984)
b. Newmark (1988)
c. Nida (1965)
d. Catford (1978)
3. “Translation is transferring the meaning of the source language into the
receptor language. This is done by going from the form of the first language
to the form of a second language by way of semantic structure. It is meaning
which is being transferred and must be held constant.” The translation
theorist who states this is ....
Larson (1984)
a. Newmark (1988)
b. Nida (1965)
c. Catford (1978)
d. Larson (1984)
4. “Translation is rendering the meaning of a text into another language in the
way that the author intended the text.” Who states this definition?
a. Larson (1984)
b. Newmark (1988)
c. Nida (1965)
d. Catford (1978)
5. “... can be seen as (co) generation of texts under specific constraints that is
relative stability of some situational factors and, therefore, register, and
classically, change of language and (context of) culture.”
a. Transference
b. Transliteration
c. Translation
d. Transcription
6. ... is the conversion of a text from one script to another.
a. Transference
b. Transliteration
c. Translation
d. Transcription
7. ... is the process of transferring an SL word to a TL text.
a. Transference
b. Transliteration
c. Translation
d. Transcription
8. ... stands at the far end of SL-oriented strategies. If the term is formally
transparent or is explained in the context, it may be used alone..
a. Transference
b. Transliteration
c. Translation
d. Transcription
9. ... is the method of translation which differs from 'faithful translation' only
in as far as it must take more account of the aesthetic value of the SL text.
a. Word-for-word
b. Literal
c. Faithful
d. Semantic
10. ... is the method of translation which attempts to produce the precise
contextual meaning of the original within the constraints of the TL
grammatical structures.
a. Word-for-word
b. Literal
c. Faithful
d. Semantic
11. ... is the method of translation in which the SL grammatical constructions
are converted to their nearest TL equivalents, but the lexical words are again
translated singly, out of context.
a. Word-for-word
b. Literal
c. Faithful
d. Semantic
12. ... is the method of translation in which the SL word order is preserved
and the words translated singly by their most common meanings, out of
context.
a. Word-for-word
b. Literal
c. Faithful
d. Semantic
13.This method attempts to render the exact contextual meaning of the
original in such a way that both content and language are readily acceptable
and comprehensible to the readership.
a. Adaptation
b. Free
c. Idiomatic
d. Communicative
14.This method reproduces the 'message' of the original but tends to distort
nuances of meaning by preferring colloquialisms and idioms where these do
not exist in the original.
a. Adaptation
b. Free
c. Idiomatic
d. Communicative
15. This method produces the TL text without the style, form, or content of
the original.
a. Adaptation
b. Free
c. Idiomatic
d. Communicative
16. This is the method of translation which is the freest form of translation,
and is used mainly for plays (comedies) and poetry; the themes, characters,
plots are usually preserved, the SL culture is converted to the TL culture and
the text is rewritten.
a. Adaptation
b. Free
c. Idiomatic
d. Communicative
17. It uses generic terms (not CBTs) to convey the meaning. It is appropriate
in a wide variety of contexts where formal equivalence is considered
insufficiently clear. In a text aimed at a specialized reader, it can be helpful to
add the original SL term to avoid ambiguity.
a. Functional equivalence
b. Formal equivalence
c. Borrowing
d. Descriptive Translation
18. It stands at the far end of SL-oriented strategies. If the term is formally
transparent or is explained in the context, it may be used alone.
a. Functional equivalence
b. Formal equivalence
c. Borrowing
d. Descriptive Translation
19. It means a 'word-for-word' translation.
a. Functional equivalence
b. Formal equivalence
c. Borrowing
d. Descriptive Translation
20. It means using a referent in the TL culture whose function is similar to
that of the source language (SL) referent.
a. Functional equivalence
b. Formal equivalence
c. Borrowing
d. Descriptive Translation
21. It is the process of transferring an SL word to a TL text. It includes
transliteration and is the same as what Harvey named "transcription."
a. Transference
b. Naturalization
c. Cultural equivalent
d. Functional equivalent
22. It adapts the SL word first to the normal pronunciation, then to the normal
morphology of the TL.
a. Transference
b. Naturalization
c. Cultural equivalent
d. Functional equivalent
23. It means replacing a cultural word in the SL with a TL one. however,
"they are not accurate".
a. Transference
b. Naturalization
c. Cultural equivalent
d. Functional equivalent
24. It requires the use of a culture-neutral word.
a. Transference
b. Naturalization
c. Cultural equivalent
d. Functional equivalent
25. In this procedure the meaning of the CBT is explained in several words.
a. Descriptive Equivalent
b. Componential analysis
c. Synonymy
d. Through-translation
26. It means "comparing an SL word with a TL word which has a similar
meaning but is not an obvious one-to-one equivalent, by demonstrating first
their common and then their differing sense components."
a. Descriptive Equivalent
b. Componential analysis
c. Synonymy
d. Through-translation
27. It is a "near TL equivalent." Here economy trumps accuracy.
a. Descriptive Equivalent
b. Componential analysis
c. Synonymy
d. Through-translation
28. It is the literal translation of common collocations, names of
organizations and components of compounds. It can also be called: calque or
loan translation.
a. Descriptive Equivalent
b. Componential analysis
c. Synonymy
d. Through-translation
29. It occurs when loss of meaning in one part of a sentence is compensated
in another part.
a. Transposition
b. Modulation
c. Recognized translation
d. Compensation
30. It occurs when the translator "normally uses the official or the generally
accepted translation of any institutional term."
a. Transposition
b. Modulation
c. Recognized translation
d. Compensation
31. It occurs when the translator reproduces the message of the original text
in the TL text in conformity with the current norms of the TL, since the SL
and the TL may appear dissimilar in terms of perspective.
a. Transposition
b. Modulation
c. Recognized translation
d. Compensation
32. It involves a change in the grammar from SL to TL, for instance, (i)
change from singular to plural, (ii) the change required when a specific SL
structure does not exist in the TL, (iii) change of an SL verb to a TL word,
change of an SL noun group to a TL noun and so forth.
a. Transposition
b. Modulation
c. Recognized translation
d. Compensation
33. Translation is classified into two main types, namely form-based
translation and meaning-based translation.
a. Newmark (1988)
b. Larson (1984)
c. Catford (1976)
d. Nida (1969)
34. Based on the extent, the types of translation are: 1) Full translation, it is a
type of translation in which the entire SL text is reproduced by the TL text
materials. 2) Partial translation, there are only some parts of the SL text to be
translated into the TL text.
a. Newmark (1988)
b. Larson (1984)
c. Catford (1976)
d. Nida (1969)
35. It refers to the translation of a message with an interest in accuracy of the
information that was meant to be conveyed in the SL form and it is not
conveyed with other aspects of the original language version.
a. Pragmatic translation
b. Aesthetic-Poetic translation
c. Ethnographic translation
d. Linguistic translation
36. It is concerned with equivalent meanings of the constituent morphemes of
the SL and grammatical form. Example: language in a computer program and
translation machine.
a. Pragmatic translation
b. Aesthetic-Poetic translation
c. Ethnographic translation
d. Linguistic translation
37. Its purpose is to explicate the cultural context of the SL and TL versions.
Translators have to be sensitive to the way words are used and must know
how the word fits into cultures.
a. Pragmatic translation
b. Aesthetic-Poetic translation
c. Ethnographic translation
d. Linguistic translation
38. It refers to translation in which the translator takes into account the affect,
emotion, and feeling of an original version, the aesthetic form used by the
original author, as well as any information in the message.
a. Pragmatic translation
b. Aesthetic-Poetic translation
c. Ethnographic translation
d. Linguistic translation
39. Literal translation of a foreign word or phrase; it can be lexical or
structural, e.g., the English translation Normal School for the French École
normale.
a. Adaptation
b. Amplification
c. Borrowing
d. Calque
40. To take a word or expression straight from another language. It can be
pure(without any change), e.g., to use the English word lobby in a Spanish
text, or it can be naturalized (to fit the spelling rules in the TL), e.g., gol,
fútbol, líder, mitin.
a. Adaptation
b. Amplification
c. Borrowing
d. Calque
41. To introduce details that are not formulated in the ST: information,
explicative paraphrasing, e.g., when translating from Arabic (to Spanish ) to
add the Muslim month of fasting to the noun Ramadan.
a. Adaptation
b. Amplification
c. Borrowing
d. Calque
42. To replace a ST cultural element with one from the target culture, e.g., to
change baseball, for football in a translation into Spanish.
a. Adaptation
b. Amplification
c. Borrowing
d. Calque
43. To introduce a ST element of information or stylistic effect in another
place in the TT because it cannot be reflected in the same place as in the ST.
a. Compensation
b. Description
c. Discursive creation
d. Established equivalent
44. To replace a term or expression with a description of its form or/and
function, e.g., to translate the Italian panett one as traditional Italian cake
eaten on New Year’s Eve.
a. Compensation
b. Description
c. Discursive creation
d. Established equivalent
45. To establish a temporary equivalence that is totally unpredictable out of
context, e.g., the Spanish translation of the film Rumble fishas La ley de la
calle.
a. Compensation
b. Description
c. Discursive creation
d. Established equivalent
46. To use a term or expression recognized (by dictionaries or language in
use) as an equivalent in the TL, e.g., to translate the English expression They
are as like as two peas as Se parecen como dos got as de agua in Spanish.
a. Compensation
b. Description
c. Discursive creation
d. Established equivalent
47. To change the point of view, focus or cognitive category in relation to the
ST; it can be lexical or structural, e.g., to translate as you are going to have a
child, instead of, you are going to be a father.
a. Generalization
b. Reduction
c. Modulation
d. Transposition
48. To use a more general or neutral term, e.g., to translate the French
guichet, fenêtreor devanture, as window in English. This coincides with
SCFA’s acceptation. It is in opposition to particularization.
a. Generalization
b. Reduction
c. Modulation
d. Transposition
49. To suppress a ST information item in the TT, e.g., the month of fasting in
opposition to Ramadan when translating into Arabic.
a. Generalization
b. Reduction
c. Modulation
d. Transposition
50. To change a grammatical category, e.g., He will soon be back translated
into Spanish as No tardaráen venir, changing the adverb soon for the verb
tardar, instead of keeping the adverb and writing: Estaráde vuelta pronto.
a. Generalization
b. Reduction
c. Modulation
d. Transposition

ESSAY: Translate from Indonesia into English!

ABSTRACTS
THE INFLUENCE OF LEARNING MODEL AND CREATIVITY TO THE SHORT STORY WRITING

SKILL (EXPERIMENT ON NINTH GRADE OF SMPN 1 KRESEK). THESIS OF MASTER DEGREE

PROGRAM OF SULTAN AGENG TIRTAYASA UNIVERSITY SERANG 2019.

THE RESEARCH IS TO FIND INFORM ATION ABOUT THE INFLUENCE OF LEARNING MODEL AND

CREATIVITY TO THE STUDENT’S SHROT STORY WRITING SKILL OF THE NINTH GREADE OF SMPN 1
KRESEK. THE TYPE OF THIS RESEARCH IS THE DESIGN RESEARCH STUDENTS OF THE CALSS IX. 1
TO IX.9. BASED ON THE AVAILABLE DATA THE AMOUNT OF BASED STUDENTS OF CLASS XI IS 405
PEOPLE OF RESEARCH SAMPLE WHICH 400K 54 STUDENTS THAT KANDOMLY TAKEN (RANDOM

SAMPLING) BY CHOOSING RANDOMLY FROM NINE CLASSES TO TWO CLASSES AND CONTINUED WITH

PURPOSVE SAMPLING. INSTRUMENT THAT IS USED WITH DATA COLLECTION IS BY QUESTIONAIR TO

CREATIVITY INSTRUMENT, THE TEST OF INSTRUMENT VALIDITY TEST IS COUNTED WITH ALPHA

CRONBACH. FROM 60 ITEM OF INSTRUMENT, IT IS GAINED THE 45 VALID ITEMS THE RESULT OF

DATA ANALYSIS SHOWS THAT: (1). SHORT STORY WRITING SKILL WHICH LEARNS BY USING

COOPERATIVE LEARNING MODEL HIGHR THAN USING CONVENTIONAL LEARNING MODEL, WHICH

SHOWS IS SMALLER COMPARE TO F (TABLE) = 4,0,3 10,85 (4,03) SO THAT THE DATA WHICH IS

REVEALED THAT THERE IS NO DIFFERENGE THE SHORT STORY WRITING SKILL WHICH LEARNS BY
USING COOPERATIVE AND CONVENTIONAL LEARNING MODEL (2) THERE IS AN EFFECT OF

INTERACTION BERWEEN STUDENTS LEARNING AND AND CREATIVITY MODEL THROUGH SHCOT

STORY WRITING SKILL, WHICH REFERS HOW BIG THE COEFISIENT FCOURT BIGGER THAN TABLE

(19,96)4,03). (3) THE STUDENTS’ SHROT STORY WRITING SKILL WHICH HAS HIGH CREATIVITY WHO
LEARN USING COOPERATIVE LEARNING MODEL TO THOSE LEARN USING CONVENTIONAL LEARNING

MODEL, RESULT SHOWN BY HOW BIG THE COEFISIENT IS.

Q COUNTIS BIGGER THAT Q TABLE (23,54)3,75),(4). THE STUDENT’S SHORT STORY

WRITING SKILL WHICH HAS LOW CREATIVITY WHO LEARN USING COOPERATIVE LEARINING MODEL
WITH THOSE LEARN USING CONVETIONAL LEARNING MODEL, RESULT SHOWN WITH HOW BIG THE
COEFISIEN Q COUNT BIGGER THAN Q TABLE ( 10,21)3,75)

KEY WORD : COPERATIVE LEARNING, CREATIVITY,SHORT STORY WRITING SKILL

Kata Kunci: Pembelajaran Kooperatif, Kreativitas dan Keterampilan Menulis

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