Chapter 3 Internship Activities

Chapter 3 Internship Activities This chapter presents the activities that I did during the internship, the problems that I faced during conducting the activities, and the solutions to the problems. Activities in General On the first day of the internship, I was welcomed by my internship supervisor in Ganesa Library, Mr. Haerul Afandi, S.Pd. He explained the tasks during the internship. The interns tasks were not only translating English story books for children but also joining some activities held by Ganesa Library. Besides, my internship supervisor also explained the rules that must be obeyed by both the employees and the interns. They are required to wear neat clothes and wear batik clothes every Friday. Another rule for the interns is filling the daily attendance form during the internship. In addition, Ganesa Library has six working days with the working hours from 09.00 to 17.00 every Tuesday to Saturday and from 12.00 to 17.00 every Sunday. During the job training as an intern, I got facilities like a desk, internet access, and English story books for children. My main activity during the internship was translating English story books for children into Bahasa Indonesia. In translating those books, there were 7 steps that I took, namely: choosing the books, translating the selected books, checking and editing the translations, printing the translations, cutting the translations, sticking the translations, and labeling. Besides translating English story books, the other activities were joining Ganesa English Speaking (GES), Story Telling activity, Ganesa Reading Community (GRC), and Ganesa nulis Community (GnC). Translating English Story Books for Children into Bahasa Indonesia The main activity that I had to do during the internship was translating English story books for children into Bahasa Indonesia. There are books targeted for children around 0-5 years old and books for children around 5-9 years old. Further, from 300 English story books that are available, I selected 1 to 5 books randomly to be translated into Bahasa Indonesia. 1

During translating activity, there were 7 steps that I took. The steps are presented in figure 3.1. Figure 3.1 Steps of translating the story books at Ganesa Library 1. Choosing the books that would be translated At first, I had a duty to choose children s English story books that I wanted to translate. I chose the books by myself. Criteria of the books that would be translated is that the books should have enough empty space to stick the translations. The translations will be stuck around the source text, whether below the source text or in the available empty space of the source text. In other words, the ability in choosing the books that have enough empty space was required in this activity. Therefore, in choosing the books that I wanted to translate, first, I had to check all of the pages of the books, whether every page has enough empty space for sticking the translations or not. When I found a book with a page containing a long source text and big pictures, it means that I could not translate the book because the book does not have enough empty space. So, I had to choose other books that have enough empty space. As an example, I chose a book entitled At the Zoo. I choose that book because it has enough empty space to put my translations on each page. The sentences on each page are not too long and the pictures are also not too big.

2. Translating English Story Books into Bahasa Indonesia After choosing the books the next step that I had to do was translating those books into Bahasa Indonesia. As a translator, I had to translate those books accurately, acceptably, and readably. Accurate means that a translator must convey whole messages in the source texts (language). A translator can provide additional information regarding particular terms in the source text that is difficult to be understood by the readers. In that case, the additional information is merely to explain the particular terms. Acceptable means the translations must be natural. A translator must consider the norm and culture of the target language so that the translations will sound natural. Whereas readable means that the translations must be easy to be understood by the readers. If the readers can understand the translations, it means the level of readability is high. In addition, during translating those books into the target language, Bahasa Indonesia, there were three steps that I did namely analyzing the source text, transferring the meanings, and restructuring. The first step was analyzing the source text. I did this step by reading the source texts many times. The purpose was to make me understand the contents of the books. After I understood the meanings of the source texts, the next step was translating the books into Bahasa Indonesia. When translating, I found many difficult words to translate, but I could translate those words by using translation techniques, like generalization, amplification, and borrowing to make the translations easy to be understood by the readers especially the children and make it natural for them. I used borrowing and amplification technique when I

translated word Muhammad. I translated Muhammad into Muhammad (seorang nabi dan rasul terakhir bagi umat Muslim). I also translated the word Bismillah into Bismillah (kata yang di ucapkan umat Muslim dalam mengawali suatu kegiatan). Further, I used amplification technique when I translated words treat or trick. I still translated treat or trick into treat or trick but I gave footnote, treat or trick adalah kegiatan yang dilakukan oleh anak-anak dan remaja dengan memakai kostum seram kemudian mereka berkeliling dan mengetuk pintu satu persatu tetangganya dan meminta permen dan coklat sambil berkata treat or trick. Ucapan tersebut berarti beri kami permen atau kami jahili Besides, I used generalization technique of translation to translate Eid Mubarak. I translated Eid Mubarak into ucapan tradisi umat Muslim saat hari raya Idul Fitri atau Idul Adha. Besides using amplification and generalization technique of translation, I used naturalized borrowing technique, when I translated word tractor. I translated tractor into traktor. Another example, I translated truck into truk. The last step was restructuring the translations. In this step, I checked and edited the wrong translations. When I translated a phrase The Frog Prince, firstly I translated The Frog Prince into Pangeran Kodok. Then I changed Pangeran Kodok into Sang Pangeran Kodok because by adding sang the translation becomes more natural. Another example is when I translated a sentence I don t want to take a bath. Firstly I translated the sentence into saya tidak ingin mandi, then I decided to change it into saya tidak mau mandi because word mau is more familiar to children. Another difficulty during the translation process was finding equivalence of onomatopoeia. On Merriam-Webster Dictionary, onomatopoeia is the naming of a thing or action by a vocal imitation the sounds associated with it (as buzz, hiss). There were many sounds of animals on the story books that I translated into Bahasa Indonesia such as cluck, cluck, cluck (onomatopoeia of hen), oinkoink (onomatopoeia of pig), Moo (onomatopoeia of cow), Bump! Bump! Bump! (onomatopoeia of camel), etc. However, I could find the equivalence of onomatopoeia by adjusting the onomatopoeia in source language culture (English)

to the onomatopoeia in target language culture (Bahasa Indonesia) by using establish equivalence technique of translation, and by searching references in the Internet. 3. Checking and Editing After I finished translating the books, I checked and edited the size of the text boxes to make sure that the size fits the empty space on the books. I also checked the size and font of the translations on Microsoft Word. This activity required the skill in mastering technology, especially Microsoft Word. In doing this activity, I had to be more creative in adjusting the size, font and location where my translation would be stuck up. 4. Printing the translations After editing, I printed my translations on blue, yellow, or green papers. The paper size must be F4. The reason of using those color papers was to make the books interesting for children as the readers. 5. Cutting the translations After printing my translations, I cut the paper into some pieces. When I cut the paper, I had to be really careful. I cut the paper carefully and correctly by following line of the text boxes in order to make the text boxes interesting to read. 6. Sticking the translations The next step was sticking the translations. I stuck the pieces of translation papers on the books that I had translated. I put the piece of paper below the source text or empty space of each page of the by using scotch tape. The picture below is the example of the position of the translations:

7. Labeling After sticking my translation on the books, I gave a label to the book. The label is made from a piece of yellow paper. The label is stuck on the cover of the book by using scotch tape and it is located 9 centimeters above the bottom edge of the books. The purpose of this process is to give a sign that the book has been translated. Furthermore, I also stuck a piece of paper containing my name and the university where I am from on the cover of the book. The objective of sticking my name and the university on the book is to differentiate my translation with other interns translations. Label My name and the university Joining Ganesa English Speaking (GES) As an intern in Ganesa Library, I also had to join some activities held by Ganesa Library, and one of the activities is Ganesa English Speaking. I joined this activity both as a participant and as a conductor. This activity is usually held every Friday and Sunday from 15.30 to 17.00 each week. In every meeting of this activity, the head of Ganesa chooses one of the participants to be the conductor. This activity usually discusses a specific interesting topic such as hot news, inspiration, craft, science, and so on. Every conductor must choose an interesting topic to discuss. Therefore, as an intern, when I took a role as conductor of Ganesa English Speaking, I chose bullying as the topic of discussion because I read some articles that talk about bullying and I thought it was interesting topic to discuss. So, bullying is something real because it happens not only around me but also in my life. During conducting this activity, first, I introduced myself and informed the participants things about me, the university where I am from, and my feeling when I

was appointed as conductor of Ganesa English Speaking for the first time. I also asked the participants one by one to introduce themselves. After that, I told the topic that would be discussed and explained the topic in general. Before Ganesa English Speaking started, I had to prepare some questions to discuss. So, after explaining the topic, I asked some questions to the participants one by one related to the topic. If there were participants who disagreed with other participants opinion she/he could state her/his argument about the opinion. The participants were interested in talking about that topic because most of the participants are teenagers and adults who have experience about it. They ever had physical bullying, verbal bullying, social bullying, and cyber bullying. Therefore, in conducting this activity, it is obvious that the English speaking skill is required. It is in line with the English speaking materials that I got in the class. So, by joining Ganesa English Speaking activity, I could practice one of my English skills, speaking skill. Joining Story Telling activity Besides joining GES, I joined Story Telling activity held by Ganesa Library. Story Telling activity is done by a person standing in front of the room to read and tell the stories from English books that have been translated into Bahasa Indonesia. Meanwhile, some children sit and listen to the person. This activity is targeted for children around 2-10 years old. It aims to develop children s interest in reading from their early ages. This activity also teaches moral values from the whole story to the children. Therefore, the children can be more intelligent and have high social-minded character. In addition, there are some activities done during the Story Telling activity such as watching movies, playing quiz and coloring pictures. In the Story Telling activity, I had turn to perform in this activity as a story teller in the second and fourth meetings during the internship. Meanwhile, in the first and third meetings, the other interns acted as the story tellers. In order to make the children interested in joining this activity, firstly I turned on television and DVD then played movie entitled Thomas. After that, I read the book that had been prepared by my supervisor entitled Apples. I told the story in English and

Bahasa Indonesia. Sometimes, I explained the English words which are difficult to be understood by the children such as pick, harvest, cultivation, seed, etc. After I told the story of the book, I moved to the quiz section. I gave some questions to the children related with the story I had read previously. To appreciate them, those who could answer my questions correctly received gifts like notebook, snack, color pencils, etc. The last section was Learning English. Other interns and I taught the children about kinds of fruits in English. We previously prepared some cards containing pictures of fruits. We mentioned the names of the fruits in English and Bahasa Indonesia, and the children repeated after us. We mentioned the fruits many times in order to make the children understand. In the fourth meeting, before I read the story book, I turned on television and played movie entitled Frozen. Then I read a book that had been prepared by my supervisor entitled Linu the Blue Turtle. After I read the book, as usual, my fellow group members and I gave the children questions to remind them the contents of the story. At the last section, I gave the children some pictures of animals. After that, they colored the pictures. Three children who had the best colored pictures got gifts from us. The gifts were as reward from us to the children who had done their task the best. Through this Story Telling activity, I applied my skills of reading and speaking. The reading skill was required when I tried to comprehend the contents of the books that I read. When delivering the story orally to the children, I had to apply the English speaking ability. In addition, pronunciation skill should also be considered. Thus, this activity is really beneficial for me because I could apply the knowledge I obtained from subjects of Reading Comprehension, Speaking and Pronunciation that I got in the class. Joining Ganesa nulis Community (GnC) The last activity that I joined was Ganesa nulis Community (GnC) which is held once a month (on the last Sunday of each month) by Ganesa Library. This activity starts from 15.30 to 17.00. The objective of this activity is creating a society that is able to share and spread knowledge based on the books. During my internship at Ganesa Library, I only joined GnC once because my internship program only lasted for a month. When I joined Ganesa nulis Community (GnC), Miss Nurul Chomariah, a writer, shared about her book entitled Tes Kepribadian

Remaja Muslim. She told about writing and publishing process of her book. During the discussion, the participants were free to ask questions about the book to the writer. However, this activity was done by using Bahasa Indonesia. Problems and Solutions during Internship During the internship, I faced some difficulties related to the activities that I did. The problems and solutions that I met are as follows: Problems and solution when translating the books at Ganesa library: 1. Choosing English Story Books that would be translated Since some of the books do not have enough space to stick the translations, I found difficulty in choosing the books. To overcome the problem, I made sure the books that I wanted to translate have empty space to stick my translation. 2. Producing the bilingual English Indonesia Story Books While translating, I got several problems: a. Finding suitable vocabularies for children I got problem in translating some difficult words that I found in the books. I felt difficult to find the suitable vocabularies for the children. I had to choose the familiar words to make them easy to understand the contents of the books so they could easily understand the moral value of the story of the books. When I translated a book entitled Wild Animal Baby, I was confused in translating the idiom Out and About. When I opened Cambridge dictionary, Out and About means doing the things you usually do or in Bahasa Indonesia means melakukan sesuatu yang biasanya kamu lakukan. That definition is too long to be used as a title of a book, so I translated the idiom Out and About into Aktifitas Sehari-hari. I thought that it is understandable for the children and also suitable as a title of a book. Another example is when I translated a book entitled Wild Animal Baby. I was confused in translating the expression Mac the Mallard. I was worried that the children would not know what Mallard is if I translated it into Mac si Mallard because not all children know that Mallard is a kind of duck. Therefore, I translated Mac the Mallard into Mac Si Bebek Mallard so that the children will know that Mallard is a kind of duck.

Furthermore, when I translated a book entitled The Berenstain Bears Forget Their Manners, I was confused in translating the term Name-calling. When I opened Merriam Webster dictionary, Name-calling means the act of using offensive names to insult someone or in Bahasa Indonesia, it can be defined as tindakan yang menggunakan nama ofensif untuk menghina seseorang. That definition is too long so that I made it simple by translating Name-calling into pemberian nama julukan. I think the translation is understandable for children. I also felt confused indistinguishing between the term empty garbage and put out trash. I browsed the Internet on http://speakspeak.com/confusingwords/rubbish-trash- garbage to find the meanings of garbage and trash. Then I found descriptions of garbage and trash. Garbage is the kitchen-wet waste meanwhile trash is things like paper and packaging-dry material. So, based on the definitions, I translated the word garbage into sampah organik, and word trash into sampah non-organik. Therefore, I translated empty garbage into mengosongkan sampah organik and put out trash into membuang sampah non-organik. I thought the terms sampah organik and nonorganik are familiar in Indonesia. b. Finding equivalence of onomatopoeia I got a problem when I found the texts that express a sound of something because sometimes the sound of something in source language culture (English) is different with the sound in the target language culture (Bahasa Indonesia). In a book entitled I Hear, I had to find the onomatopoeia of the little red hen which crows cluck, cluck, cluck. Then I translated cluck, cluck, cluck into petok, petok, petok because it is how little red hen sounds in Indonesia.

Besides, in a book entitled a peekaboo book, I had to find onomatopoeia of a ginger cat which is scratching mat and it sounds scratch! scratch! scratch! Then I translated scratch! scratch! scratch! Into srak srak srak because that sound is familiar in Indonesia Furthermore, when I translated a book entitled Dr. Zeus, I had to find the onomatopoeia of a camel which is running and it produces sound Bump! Bump! Then I translated Bump! Bump! Into Prok! Prok! by using establish equivalence technique of translation. c. Connecting to Wi-Fi Another problem that I faced was poor Wi-Fi connection. Sometimes, the head of Ganesa library changed the password. Unfortunately, he did not tell the new password to the interns. Therefore, I felt difficult to get internet access via Wi-Fi connection. To overcome the problem, I used my hand phone to connect to the Internet. 3. Process of Checking and Editing When I checked and edited all my translations in the text boxes, sometimes the translations or text boxes disappeared so that I made new text boxes again and retyped my translations. To solve the problem I was careful when I typed my translations and I saved the translations many times after typing them in Microsoft Word. 4. Process of Printing I got a technical problem when I printed my translations. Sometimes the printer did not work. It could not print my translations on the paper. To overcome

the problem, I told the problem to my supervisor. Then he called a technician to repair the printer. 5. Process of Cutting I found difficulties in cutting the paper. I had to cut the paper by following the line of text boxes. Sometimes I cut the paper in an incorrect way. To solve the problem, I printed again the text boxes and I cut them carefully. 6. Process of Sticking I also got problem in sticking my translations on the books. Sometimes, when I stuck my translations on the books, the size of the boxes does not fit the available empty space, so that I could not stick the translations and I also had to make the size of boxes suitable by printing new text boxes again. 7. Process of Labeling I could not stick the label sign on the books that have small size. To overcome that problem I should stick my name and the university where I am from on the cover of a book to give a sign that the book has been translated. Ganesa English Speaking (GES) The problem that I faced during joining the Ganesa English Speaking (GES) activity was choosing the interesting topic to discuss. Therefore, to overcome the problem, I found out an issue drawing public s attention that I chose to be the topic of Ganesa English Speaking (GES) activity so that the participants could be interested in discussing that topic. Story Telling The problem that I faced in the story telling was making the children pay attention to me when I told the story. To solve that problem, I chose interesting story books which have many pictures and told the story as interesting as possible. Therefore, the children could pay more attention to me and know the moral value of the story.