DESIGN THINKING APPROACH IN TRANSLATING BANYUMAS TOURISM TEXTS

Nadia Gitya Yulianita,Tri Wahyu Setiawan Prasetyoningsih,Nisa Roiyasa

doi:10.30743/ll.v4i2.2973

Abstract

The research aims to identify the students’ translation quality in translating Banyumas tourism texts. Moreover, this research tries to find out the effect of design thinking approach in translation class. This research was conducted by applying descriptive qualitative method. In other words, this research describes the effect of design thinking approach to the students’ translation by dividing students of English Diploma Study Program, Universitas Jenderal Soedirman enrolling on Translation Indonesian-English class into two classes. Class A uses design thinking approach in translating the texts, while class B does not. The students focus on translating Banyumas tourism texts. After the students translate the texts, the researchers and raters do a focus group discussion to check and rate their translation quality in terms of accuracy. The result shows that the translation quality of class A is better than that of class B. It can be seen from the accuracy point of class A which is 2.95 meanwhile, class B has 2.90 for its accuracy. This proves that design thinking approach is suitable to teach translation.

Highlights

Creating a lively classroom atmosphere is one of the challenges for teachers
This paper aims to find out the effect of this approach called design thinking in translation class, especially in the translation accuracy
Several techniques of tourism language found in the four Banyumas tourism texts are ego-targeting, keying, and exoticizing

Summary

Introduction

Creating a lively classroom atmosphere is one of the challenges for teachers This can be done by implementing an approach to enable students to involve in teaching and learning process. Design thinking is a new approach to learning, collaboration and problem solving This approach was applied in business field. It allows wide space for human-centred innovation to grow. This approach involves customers to suit the needs of the targets. Design thinking treats the clients’ needs and problems as the basis to create new excellent ideas. This approach has similar characteristics with TaskBased Learning. TBL only has three stages namely pre-task, task cycle, and post-task (Willis, 1996) while design thinking consists of five stages; emphasizing, defining (the problem), ideating , prototype, and test (Dam & Teo, 2018). Carroll, M., et al (2010) suggests that design thinking is suitable to be implemented in academic level because it can create critical thinking experience and creativity for students

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