Poetry Translation
A Teaching Practice
Sri Harto
1
and Sri Handayani
2
1
Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi 229 Bandung, West Java, Indonesia
2
Universitas Kebangsaan Jl. Terusan Halimun 37 Bandung, West Java, Indonesia
Keywords: literary translation, poetry, teaching practice.
Abstract: This paper explored a practice of poetry translation teaching in the course of Translating Literary Works.
Some procedures in the teaching were practiced orderly to achieve the formulated teaching outcomes. The
participants were 55 of the fifth semester students at the English Language and Literature Studies in one
prominent public university in Bandung, Indonesia. The procedures implemented in the teaching of the
translation course were developed based on the theory of cooperative work procedures for translation (Salas,
2000), theory of teaching translation (Hewson and Martin, 1991), theory of principles and method of
translation (Newmark, 1991), and the steps of translation teaching process (Duff, 1989). The students’
responses to the activities practiced in the TLW class indicated that they were highly interested (96.40%) in
the poetry translation, while the remaining students (3.60%) showed lower interest in it. There are at least
nine categories of responses underlining the students’ interest in poetry translation, i.e. in terms of its unique
challenges, teaching and learning process, understanding development, types of presented materials, poetic
language learning, students’ expression, cultural related words, students’ interest in literature, and true
understanding of literary texts.
1 INTRODUCTION
Translation is generally defined as an activity of
transferring a language from one source language
(SL), a language of the text writer, to one or more
target languages (TLs) of the targeted text readers.
The activity of the language transfer is theoretically
simple, but it is complicated in its real practice. The
complexities of the translation processes are due to
the mental processes constituted in the translators’
skills and competences to produce the intended target
language (s) (Neubert, 2000; in Schaffner and Adab,
2000). In addition, the complex cognitive processes
of the translation activity are also shared by Albir and
Alves (2009) indicating that translation process
consists of interactive and non-linier nature
encompassing controlled and uncontrolled processes
covering, i.e. problem solving, decision making, and
implementation of strategies.
Considering the complexities of the translation
process which are very much dependent on their
various phases, problems, and strategies (Bell, 2001;
in Baker and Malmkjaer, 2001) to preserve the
meaning and its required structures, the translators are
still demanded to arrive in the intended final
translation products (Basnett, 2002). In addition, the
system of translation activity consists of complex
procedures, i.e. analysis of the source text, the
transfer into target language (s), and the text
restructure to result in the intended quality translation
products (Nida and Taber, 1969; in Hatim and
Munday, 2004). These complexities of the translation
processes require the translators to work
professionally to culminate in the quality translation.
In order to achieve the professionalism of
translators, they need to improve their skills and
competences in translation through relevant
education and trainings. Systematic formal teachings
and continuous (in)-formal trainings provided by
professional teachers and trainers may enhance the
translators’ performances in practicing their works.
These teachings and trainings are mainly intended to
improve the rapid growth of the students’ passive and
active knowledge of a foreign language (Gile, 1995).
Then, the formal translation teachings and trainings
can be effectively conducted by professionals in the
academic institutional setting (Schaffner and Adab,
2000).
344
Harto, S. and Handayani, S.
Poetry Translation - A Teaching Practice.
DOI: 10.5220/0007167103440351
In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference
on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 344-351
ISBN: 978-989-758-332-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

With regard to the required competences and
experiences for the translators, therefore, the teaching
of translation courses at the university level should be
designed comprehensively. Some aspects of skills,
science and arts, linguistics, theories, principles, and
methods of translation are then considered important
to be included in the teaching and training for
translators (Newmark, 1991). The design of the
translation teaching then would be more effective and
accurate when it is formulated based on some
research findings on the practices of translation
teaching, i.e. poetry translation which is now given
more attention by the students and it can attract their
interest to study translation.
This paper aims to investigate the practice of
translation teaching in order to attract the students’
interest in translation through poetry translation.
2 REVIEW OF LITERATURE
2.1 Literary Translation
Literary translation concerned with any kinds of
literary works such as poetry, prose and drama
(Hermans, 2007; in Kuhiwczak and Littau, 2007;
Lambert, 2001; in Baker and Malmkjaer, 2001).
When it is practically viewed, as one of the literary
translation, the poetry translation is generally
considered the most difficult, demanding, and
rewarding form of translation (Connolly, 2001; in
Baker and Malmkjaer, 2001). The difficulties of
poetry translation can be seen from the language, its
content and forms, and the nature of the translation
tasks.
In the process of teaching literary translation, in
addition, practicing the literary translation can be an
exciting and challenging activity for college students.
This translation practice gives an opportunity for the
students to explore the literary works in terms of the
author’s emotion. Since the texts of literary works
relate to the author’s emotion, the students should
consider the accuracy or correctness of their
expressions, choice of words and structure of their
sentences to maintain the quality and the actual
meaning shared by the author in doing the translation
works. In relation to the excitement of the literary
translation, some relevant experiences in the practices
of Japanese literary translation class are shared by
Porcaro, et al. (1999) reiterating that literary
translation class is a unique, challenging and exciting
practice for the students.
2.2 Translation Teaching
Teaching translation activity includes teacher‘s
activities and students’ activities in the classroom.
The class activity may include the discussion about
translation, switching from examples to
generalizations and back to examples; the inspiration
for the students to continue their activities, collect
examples, and learn by themselves. The main
purpose of teaching translation is providing the
students with some relevant theories, experiences,
and practices of translation (Schaffner and Adab,
2000). It also provides the students with some bases
for writing skills, doing some discussion, and
teaching some procedures and techniques of
translation (Duff, 1989). In order to reach these
activities, the teaching of translation should rely well
on the students to have better access and clear
indication of their progress, and better interactive
relationship between the teacher and students in the
translation teaching.
The objectives of teaching designed by the teacher
will require necessary efforts for the teacher to
achieve them. Creativities in the teaching of
translation and the better organization of the class
activities can be implemented through cooperative
work procedures suggested by Salas (2000). The
cooperative work procedures consist of some
activities of teaching from the beginning to the end of
the class, they are: (1) selecting materials based on the
defined objectives for translation practice; (2)
identifying the source text and its readership; (3)
reading the whole text comprehensively; (4) reading
the text deeply with the emphasis on the appearance
of problems; (5) dividing text into segments based on
the number of students’ groups; (6) doing preliminary
translation (i.e. familiar topics to students); (7)
Consulting complementary literature (i.e. unfamiliar
topics to students); (8) doing the second translation;
(9) reading out students’ own translation version; (10)
following the reading of students’ text attentively;
(11) setting up all necessary conventions; (12) taking
notes and discussing the in(convenience) of the
contributions and comments arising from the
analytical reading; (13) analysing the translation
strategies and procedures; (14) handing in the final
version of the revised and post edited segments; and
(15) making the final revision, giving formative
evaluation, making comments, and analysing failures
and weaknesses.
In relation to the teaching practices, there are at
least three main headings of class activities:
preparation, in class activity, and comments (Duff,
1989). Preparation consists of preparing materials
Poetry Translation - A Teaching Practice
345

required for the teaching and deciding the ways to
teach the materials. Then, in class activity consists of
explanation, discussion, translation practices, and
provision of solutions of the problems faced by the
students in translation practices. In comments, an
evaluation of the former activities is done through the
provision of the evaluation for the students’
comprehension to the materials and the assessment of
the students’ translation products. As stated by Way
(2000, in Schaffner and Adab, 2000) that some basic
parameters are needed for the organization of the
translation course and for the development of the
students’ translation competence. The basic
parameters used to measure might be based on the
professional market, students’ profiles and
expectations, course objectives, choice of fields and
text typology.
2.3 Problems in Translation Teaching
and Their Ways Out
The translation problems in this research refer to
objective problems which are neither irrespective of
their level of competences nor their technical
conditions of work. The problems of translation are
classified in four different problems: (1) the particular
feature of source text; (2) the nature of translation
task; (3) the differences in norm and convention
between the source and target culture; and (4) the
structural differences between source and target
language (Nord, 1991). Then, Gile (1995) identifies
that one of translators’ efforts in doing translation
task is in handling translation errors caused by some
aspects, i.e. an adequate pre-existing knowledge as
the consequence of the insufficient command of the
source language; insufficient analysis in the
comprehension phase; insufficient efforts in
knowledge acquisition; and insufficient efforts in the
reformulation loop. In addition, Li (2012) identifies
six problems in the translation teaching in China: (1)
insufficient translation teaching faculty; (2)
insufficient class hour; (3) unreasonable translation
textbook; (4) the absence of modern translation
technology; (5) the negligence of translation ethics
education; and (6) the students’ lack of translation
practices.
Meanwhile, the problems found in the translation
literary text usually deal with cultural bound such as
the cultural, social, and moral barriers (Haghighi,
1994; in Dollerup and Lindegaard, 1994). The
translation problems both in general text and literary
text have to be handled in appropriate ways. For
example, in the process of translation, it can be solved
by applying the appropriate model of translation
process (Gile, 1995) and selecting the relevant
translation techniques and procedures (Newmark,
1982). In teaching translation setting, meanwhile,
the translation problems can be avoided by
implementing the appropriate procedures of teaching
practices such as giving the students translation task
based on their level of competences and selecting
texts before teaching translation or translation
training (Gile, 1995), Nintai, 1994; in Dollerup and
Lindegaard, 1994), and Kelly, 2000; in Schaffner and
Adab, 2000). Moreover, Li (2012) offers some
solutions to the problems in the translation teaching
in China, e.g. training sufficient translation faculty,
providing sufficient class hour, compiling proper
translation textbooks, introducing translation
technology into the class, educating translation ethics
to students and guiding the students to take part in
more translation practices.
2.4 Teaching Practice Development
The teaching practice is developed based on the
theory of cooperative work procedures for translation
(Salas, 2000), theory of teaching translation (Hewson
and Martin, 1991), theory of principles and methods
of translation (Newmark, 1991), and the steps of
translation teaching process (Duff, 1989). The
procedures are divided into five main stages: (1)
planning, (2) in class activity, (3) feedback (4)
revising; and (5) students’ reflective writing.
3 METHODS
This research applied a qualitative method with some
percentages of the qualitative data to see the number
of students interested in poetry translation. The data
were collected from 55 fifth semester students at the
English Language and Literature Studies in one
prominent public university in Bandung, Indonesia
taking the course of Translating Literary Works. The
teaching practice implemented in the teaching
practices of the translation class was developed based
on the theory of cooperative work procedures for
translation (Salas, 2000), theory of teaching
translation (Hewson and Martin, 1991), theory of
principles and methods of translation (Newmark,
1991), and the steps of translation teaching processes
(Duff, 1989). The teaching practice was divided into
five main stages: (1) planning, (2) in class activity, (3)
giving feedback (4) revising; and (5) students’
reflective writing.
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
346

4 FINDINGS AND DISCUSSIONS
4.1 Planning
Planning is an activity to prepare acting phase in
teaching poetry translation. The activities at the
planning stage done by the lecturers consisted of
formulating the objectives of teaching, selecting and
developing teaching materials, and implementing
techniques used in the class, and planning evaluation
for the students’ works.
First, according to this practice, the objectives of
teaching poetry translation were focused on (1)
building students’ understanding of literary
translation theory by directing experiences from the
students’ translation practices to class discussion; (2)
developing students’ abilities in translating poetry by
activities of presenting students’ works and sharing
the students’ specific experiences in their translating
practices, and (3) strengthening students’ problems
solving by developing students’ creativities through
applying some relevant translation techniques. The
teaching objectives were then formulated into
teaching outcomes that would be achieved in every
session of the scheduled classes.
Next, the selection and development of teaching
materials were the stages to decide the materials
appropriate with the teaching formulated outcomes.
The activity is commonly done in the first session of
the class of translation. Tabling the description of
material is then needed to identify the types of
activities done in class activity. The following table is
shown as the guidance for describing the material
development.
Table 1: Description of material development.
No Categories Yes
No
1 The material covers the theory
of translation in general
√
2 The material covers the theory
of literary translation
√
3 The material is developed
b
ased on the teachin
g
outcomes
√
4 The poetries for translation
practices are selected together
by
the lecture
r
and students
√
5 The poetries selected are in
different to
p
ics and forms
√
6 The poetries that will be
translated are interesting for the
students
√
7 The materials given to the
students are appropriate with
the level of thei
r
difficulty
√
According to the table, the poetries that will be
translated are selected by the
lecturer and students.
This activity is aimed at giving students the
opportunity to decide the poetries they are interested
in and the ones expected by the students. The
lecturer,
of course, selected the poetries to decide the
appropriate level of difficulty and types of poetry that
would be practiced. Topics of love and friend
relationships are favourable for the students to
practice.
4.2 In Class Activity
In class activity is considered as the main stage in the
teaching practice. The activities of the practices in the
class activity are divided into some steps, i.e. (1)
establishing a common knowledge base; (2) applying
a reading for effect; (3) conducting translation
practices; (4) presenting and comparing the students’
works; (5) sharing and discussing students’
translation experiences; and (6) giving the feedbacks.
The common knowledge given by the lecturer is
useful for the students to do translation practices since
it is about specific theories related with translation,
principles and methods of doing translation to solve
the problems faced by the students.
Then, reading for effect is reading activity of the
source text to get the students’ comprehension
concerning the words and terms in specific text.
Poetry is known as a difficult text to translate since it
has different characteristics from the text in general.
Viewing from the content, the message delivered in
poetry writing is not only for the information. It
consists of writer’s emotion and aesthetic
components. From the form, however, it has a
specific form with its rhyme. In order to catch the
feeling of emotion and special message of the poetry
thoroughly the students should comprehend the
poetry well. The reading for effect is then needed for
the students to comprehend the meaning of words and
grasp the special author’s message. The beauty of
poetry, therefore, can be properly translated.
Conducting translation practices, in addition, can
be done by students individually or practiced in
groups. The purpose of the translation practice was to
apply translation theories in specific type of text and
stimulate the students into actual translation
competence development. Some dictionaries, both
manual and digital dictionaries, are allowed to use in
the practice of translation.
The following activity is presenting and
comparing the students’ works. This activity is
purposed to introduce the students to the critical
knowledge of the target language. Procedural aspects
Poetry Translation - A Teaching Practice
347

of translation decisions made by students are revealed
on the basis of the different interaction of mental
process in comparing the students’ translation works
accompanied by immediate correction or error
analysis and sharing experiences. In this activity, the
students are reading their result of translation in front
of the class. The other students have to notice it well
and compare it to their own works. They sign
differences of the translation of words, phrases or
sentences by underlining, circling or colouring them.
It should be emphasized that the differences of
translation in some words, phrases or sentences of
their translation works do not mean that they make
some mistakes. The differences of the translation
may be caused by the students’ comprehension of text
and the properness of choosing the word in target
language. From these activities, it is expected that
the experiences derived from the presentation activity
help the students in understanding and strengthening
translation theories they have learned and give the
students opportunity to try to know and explore what
other students do in their process of translation.
Finally, by the activities of presenting and
sharing students’ translation experiences, it is
expected to give the retrospective practices. The real
practices and problems faced in the translation
process are shared and discussed.
The discussion,
hence, dominated by discussing on what problems
found by the students, what solutions and techniques
have been made and used and how they handle the
problems.
4.3 Giving Feedback
Feedback was given by both the lecturer and the
students. The feedbacks from the
lecturer are in line
with two terms based on process and product.
According to the process, the feedbacks are purposed
to (1) develop students’ competences and production
of translation; (2) build students’ awareness of the
difference of transfer strategies; and (3) train the
students’ ability to selected solutions to encounter
translation problems. The criteria of the translation
evaluation are needed to assist the students raising
awareness of the decision making and revision stages
of the production process.
In addition, the evaluation which was focused on
a product was given emphasis on the students’
translation works as the results of the students’
translation practices. The main purpose of the
evaluations was assessing the students’ translation
quality. In this practice, the assessment of translation
quality is evaluated through the product of translation
identified from the translation errors made by the
students in the translation of the texts. Some
lecturers’ corrections were given on the students’
translation works based on the objectives of the
formulated teaching. The criteria of evaluation are
determined based on the criteria proposed by Salas
(2000) such as comprehension, sense and ideas,
lexico-semantic level, writing style and register,
creative translation to translation problems, transfer
and re-wording (use of translation procedures), and
cohesion and coherence.
In the process of giving feedback, the
lecturer
plays an important role as a model and a facilitator.
As models, lecturers have to give good examples to
the students. They have to make an accurate decision
in solving the problems in doing some translation
works. They also have to be ready with some
challenges made to provide the students with the best
example of translation works. In addition, they have
to be brave to translate some materials that have not
been prepared earlier by the lecturer. It means that
the lecturers have to show their expertise in front of
the students in order to give the best translation
techniques used for certain materials.
Meanwhile, feedbacks from the students were
given in form of comments directed to their fellow
students presenting their work by comparing their
own translation with that of others. Comparing
students’ works then can motivate the other students
to criticize the students’ works and make some
decision precisely related to method, technique, and
word choices. Furthermore, they can be considered
experts because they can give criticism by reviewing
and analysing the other students’ translation works.
4.4 Revising
According to the discussion in the class presentation
and in the sharing of students’ experiences, the
students then revise their translation by deciding
which of the meaning of words is appropriate to
translate the words, phrases, and sentences. It is
hoped, therefore, the error analysis done together by
the
lecturer and the students are expected to be able to
improve the students’ ability in identifying and
analyzing the source texts, developing more reliable
students’ translation techniques and having some
confidence in translating. Hence, they become more
creative in solving the problems found in translation
activities and giving them confidence in translating.
4.5 Students’ Reflective Writing
Students’ reflective writing is the final stage in this
procedure. It is done in the last session of the meeting
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
348

class or workshop. In this activity, the students were
asked to write down their experiences obtained from
the class of the poetry translation. The reflective
writing should contain of the translation theories
learned, practices done, problems faced, solutions
undertaken to handle the problems, and the
translation product/s found to be the best practices.
The reflective writing would remind the students to
the activities of the whole semester when the lecturer
described some important issues on translation
studies, when the students wrote their experiences in
doing some translation works, and even when there
were some discussion sessions with the lecturer and
the students, they would be reminded to those
activities through the reflective writing. In other
words, the reflective writing consists of what have
been experienced and learned by the students during
the semester. The experiences are commonly written
in an academic portfolio.
4.6 Students’ Responses to Poetry
Translation
The students’ responses to the class of poetry
translation indicated that almost all of the students
were very interested in the activities done in the class.
It is shown that from the total number of students, 55,
they were highly interested (96.4%) in the poetry
translation and the remaining students (3.60%)
showed lower interest in it. Table 2 indicated the
percentages of students’ responses to poetry
translation.
Table 2: Percentages of students’ responses to poetry
translation.
Responses Respondent %
Interesting 53 96.40
Not interestin
g
2 3.60
Total 55 100
The following expressions are the responses given
by the students. One response given by the student,
Respondent 3 (R3), about the class activities is:
Yang saya lihat dari kelas translating itu justru
kita belajar dari pengalaman. Kita dibantu untuk
saling sharing. Jadi, menurut saya, yang paling
penting dari mata kuliah itu adalah bagaimana
kita bisa ber-experience dengan apa yang terjadi
di kelas tersebut. Kita belajar bukan hanya dari
teori saja yang harus diingat, tetapi juga dari
pengalaman (R3).
I notice that the literary translation class has
provided me with an opportunity to learn more
from the real experiences. We are encouraged to
share from one to another. In my opinion, the
most important thing from taking the course is
how to experience what is happening in the class.
We learn not only theories of translation but also
experiences to do some literary translation works
(R3).
In addition, the other student, (Respondent 15),
expressed her experiences that:
Tugas-tugas translation yang diberikan dari
dosen membantu saya untuk mengaplikasikan
teori yang telah dijelaskan oleh dosen (R15).
The translation assignments provided by the
lecturers have given me adequate practices on
the theoretical background that has been shared
by the lecturer [in the classroom] (R15).
Meanwhile, R3, R20, R23, R24, R25, R28, R37,
R39, R42, R45, R46, R47, R51, and R55 gave the
responses to the techniques of translation as the
following:
Dengan sering berlatih kita mendapatkan banyak
manfaat, seperti kosa kata baru dan teknik-teknik
menerjemahkan, belajar diksi, dan istilah baru
(R3, R20, R23, R24, R25, R28, R37, R39, R42,
R45, R46, R47, R51, R55).
The frequent translation practices have given us
lots of benefits, i.e. new vocabularies, techniques
of translation, diction, and new technical terms
(R3, R20, R23, R24, R25, R28, R37, R39, R42,
R45, R46, R47, R51, R55).
The students’ responses to the teaching
procedures done in the class of poetry translation can
be categorized into nine categories of responses. The
percentages of the nine categories are shown in Table
3 (Categories of Students’ Responses to Poetry
Translation).
Table 3: Categories of students’ responses to poetry
translation.
No Category of Students’
Responses
No. of
Respo
ndents
(%)
1 Class activities, i.e. reading the
translated version of the poems,
sharing experiences of their
unique challenges
14 25.45
2 Teaching and learning processes
are not monotonous, easily
9 16.36
Poetry Translation - A Teaching Practice
349

No Category of Students’
Responses
No. of
Respo
ndents
(%)
understood, and relevant with the
syllabus
3 The classes are good in
developing understanding of
doing quality translation
7 12.73
4 Types of materials presented in
class are interesting, i.e.
translating poems, short stories,
and comic scripts
6 10.91
5 Learning how to make a poetic
language in the target language of
the poems
5 9.09
6 Students expressed their interest
in studying translating literary
works without stating their
reasons.
4 7.27
7 Learning cultural bound words
and the words relevant with the
culture of other people’s culture
4 7.27
8 Students are interested in
studying the translating literary
works since they actually like
literature
3 5.46
9 True understanding of literary
texts
3 5.46
Total
55 100
5 CONCLUSIONS
Poetry translation can be an exciting and challenging
activity for the students to practice translation. This
translation practice gives an opportunity for the
students to explore the beauty of works in terms of the
author’s emotion and to find out the forms of poetry
and their ways in doing translation practices.
Accuracy or correctness of expressions, adequate
choice of words, and right structure of sentences are
some of the important aspects to maintain the quality
and the appropriateness of meaning as it is intended
by the author. These positive aspects should be
considered to come up with appropriate translation
products. Therefore, poetry translation practices
provided by the lecturer have directed the students to
have valuable experiences which are favourable to
them and make the lecturer appear to be more creative
in the practices of translation teaching.
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