THE IMPLEMENTATION OF INTEGRATED PROBLEM AND DECISION REPORTING IN LITERARY TRANSLATION CLASS: A STUDY ON STUDENT TRANSLATORS’ PERCEPTION

Abstract

Literary translation is considered an art, and it allows literary translators to have a certain degree of freedom to solve translation problems (Landers, 2001) creatively. For student translators who aspire to be literary translators, it is logical to learn about translation problems and solutions in literary translation rather than the accurate one-on-one equivalences of certain words or phrases. Nevertheless, the insights into how student translators identify and solve translation problems in literary works are lost during the assessment process. Gile (2004) proposed the retrospection model to elicit the student translators' perspectives on translation problems and solutions in written form to counter this issue, referred to as Integrated Problem and Decision Reporting (IPDR). However, it is unknown how the student translators, as one of the stakeholders in translator training, perceive the implementation of IPDR. This research then aims to fill the gap by analyzing the student translators' perception of the implementation of IPDR. The data source for the research is a literary translation class comprised of eleven student translators who study in the English department at a private university in Jakarta. To acquire the data, the researcher conducted a focus group discussion with seven student translators to elicit their perception of the implementation of IPDR. It was found that the student translators had a positive perception of the implementation, yet they also reported several challenges that they faced during the process.