Abstract
The purpose of this study was to find out the Prospective English teachers’ perspective on the development of translation’s textbook base on Teaching English as a Foreign Language (TEFL) Pedagogical purpose. Therefore, the quantitative research was applied to gather the data. By using the questionnaire with Likert Scale, the quantitative data were collected from 100 prospective English teachers in Indonesia. As a result, from nine aspects questioned to the prospective English teachers, most of them (92%) said that the translation’s textbook base on TEFL Pedagogical purpose was significantly needed. Therefore, the English Education Study Program (EESP) in Indonesia should use translation for teaching English purpose not for professional career in translation. Therefore, Translation as a TEFL purpose model is the most suitable model to be applied in EESP in Indonesia.
Highlights
Background of StudyTranslation (Translation) is one of the areas of competence reserved for students of English language education in a wide range of universities in the world
The general overview that has been analyzed in accordance with aspects of the questionnaire can be seen in the following Figure 3.: Figure 3.1 shows the percentage of analysis of the need for teaching materials of Translation based on Teaching English as a Foreign Language (TEFL) Pedagogical Purpose for English Education students
The needs of students according to the respondents are in accordance with what is tied in the analysis of the needs of the translation textbook base on TEFL Pedagogical Purpose
Summary
Translation (Translation) is one of the areas of competence reserved for students of English language education in a wide range of universities in the world. These skills help students to be able to transfer a message from a foreign language (the source language) into local language (target) or vice versa. Experts of translators indicated that the theories and concepts of translation must be provided on the activities of training and learning translation so that the competence of the translation can be understood by a student in accordance with the theory and the concept (PACTE 2005; Nababan, 2003; Gile, 1995) Ardi (2010) adds that by gaining the competence of a good translation, a translator is able to choose the best way to solve problems in translation
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