From English to Indonesian: A Study of Student Approaches to Translation Across Different Source Languages

This study explores how English Literature students apply translation theory in practice, particularly when restricted to manual dictionaries and prohibited from using electronic translation tools. While translation theory is commonly taught in academic settings, students often deviate from prescribed methods during practical exercises. Using Nida and Taber’s (1982) translation model, which includes analysis, transfer, and restructuring stages, this qualitative research investigates the translation strategies employed by nine students from an English Literature class, based on responses to a questionnaire. Data analysis revealed that the source language significantly influenced students’ translation choices. When translating English texts, seven students reversed the conventional translation sequence, starting with the transfer stage, followed by analysis and restructuring. In contrast, two students adhered to the traditional order. For Indonesian texts, the translation process was generally more structured, with most students following the prescribed stages, although one student failed to complete the restructuring phase. These findings suggest that students’ translation practices are influenced by the inherent challenges of translating between languages with different syntactic and semantic structures. The study provides key insights into how translation theory is adapted in practical settings and highlights the role of the source language in shaping translation strategies. This research offers valuable implications for EFL translation instructors, indicating that instructional approaches may need to address the impact of language-specific challenges on students' application of theoretical models in translation exercises.