Translatonomics: Teaching English for Economics through Translation Practice

Teaching English for students of non-English department is often challenging, especially when most of the students have low English competence. This study aims to propose a method called Translatonomics to teach English for Economics through translation practice to encourage the students to understand English contextually. The participants are 25 students of Management and 25 students of Accounting study program. The research was conducted firstly to identify the ability of the students to understand English text about Economics and translate it into Bahasa Indonesia, then to introduce contextual translation from translating simple sentences, short paragraphs, and text. The analysis showed that most students still have high dependency on instant translation such as Google Translate and do not try to relate the context as they do not understand the text. Therefore, it is important to encourage the students to understand the text contextually and one of the ways is through translation practice. In teaching translation, it was started from translating simple sentences, translating short paragraphs, and translating texts. The students were encouraged to understand and to translate Economics texts contextually from English into Bahasa Indonesia and to minimize their dependency on instant translation tools such as Google Translate.


Introduction
As an international language, English has a very important role for international business.The increasing importance of English as an international language has resulted in the expansion of one particular aspect of English Language Teaching, namely the teaching of English for Specific Purposes (Popescu, 2014).ESP accommodates the use of English in many fields, including academic and/or professional needs.An ESP course, in this case English for Economics, may emphasize the development skill of Economics students to prepare them to work in related profession.In faculty of Economics, English course is known as English for Economics; others may call it Business English.
Teaching English for students of non-English department needs some comprehensive studies to meet the requirements and to fulfill the objectives of the learning activity.Tarone (in Song, 2012) suggested that second language learners have a series of overlapping mental grammar which correspond to different contexts in which the second language is used.Moreover, Popescu (2014) stated that the acquisition of specific vocabulary in a foreign language by students is often slow, discouraging and even frustrating.Therefore, the teacher who works with students in economics has to perform a thorough analysis of his/her students in order to get to know them better.
In teaching English for Economics students, the researcher identifies some problems occurred.Firstly, the materials for English for Economics are still overlapped with General English or even Basic English.As stated before, English for Economics belongs to English for Specific Purpose which is different from General English.It should be more specific to teach English for the use of Economics science.Secondly, the English competency of the students is still low.
This can be a problem as when most of the students have not understood Basic English yet, the lecturer has to begin the lesson from basic.In learning English, most students have high dependency on Google Translate whenever they find difficulty, for example in writing English sentence.As the result, they only know the words meaning literally, and when they have to write or translate English sentence, they would be grammatically and contextually inappropriate.As a matter of fact, ESP combines subject matter and English language teaching (Syaripah, 2014).The students are expected to be able to apply the English lesson into their field of study, especially in Economics science.
Teaching English for students of non-English department is often challenging, especially when most of the students have low English competence.
In this study, the researcher would like share some experience in teaching English for Economics students, especially with low competence of English.This paper aims to propose an approach called Translatonomics to teach English for Economics through translation practice to encourage the students to understand English contextually.Translatonomics is a concept of integrating translation studies in teaching English for Economics to higher education students.It is an approach which focused on teaching English for Economics students based on translation practice and aimed to optimize students' translation skill.In Translatonomics, students are guided to be skillful in translating specific texts related to Economics.The first step to apply Translatonomics is introducing translation studies to the students before going to translation practice.This step covers some translation theories, including definition and kinds of translation, translation process, and strategies for contextual translation.

Review of literature ESP in english for economics context
Business English is defined as a part of English for Specific Purposes and can be considered a specialism within English language learning and teaching (Johan, 2014).In teaching English as a foreign language (EFL) the share of teaching and learning it for various professional purposes is steadily growing (Graddol in Tarnopolsky and Vysselko, 2014).Indeed, many language learners experience difficulties at the beginning stages, and they must adapt quickly to the learning context in order to succeed in their academic study.There are some problems being notified, such as language shock, culture shock, lack of study skills and proficiency, and so forth (Marr and Sakhtivel in Mehregan and Saresht, 2014).
Therefore, ESP plays an essential role that ESP teachers should find more efficient method to accomplish the objective of learning.The four skills of language would be also essential in the social and academic life of international learners (Robertson, Line, Jones, and Thomas in Mehregan and Saresht, ibid).
Most ESP practitioners are aware that ESP teaching implies not only constant search for up-to-date authentic professionally-oriented materials to be presented and practiced in class, but also great readiness to bring innovations in the classroom in respect to teaching methods and activities which will prove to be more efficient for achieving success in the learning process and the learning outcomes (Milosevic, 2014).Moreover, Milosevic (ibid.)added that the main mission behind the constructivist approach in ESP teaching is first and foremost to enable students to develop their professional communication skills in the target language as communication skills are essential for success in academic studies and the workplace (Taha and El-Sakran, 2014).
From the explanations above, it can be concluded that teaching English for Economics students is focused on the use of English in Economic context and to meet the professional purposes.The teacher or lecturer should find an efficient method to overcome the problems that may arise in teaching English for non-English students, to accomplish the objective of learning, and to achieve success in the learning process and outcomes.

Translation in ESP
One of the ways to teach English for students of non-English department is through translation practice.This can be useful for the students to get some knowledge about the field of the study and improve their practical skills.Some studies have been conducted to integrate ESP and translation practice.Velasco-Sacristan ( 2009) studied translation approach to metaphor teaching in the LSP classroom by sampling exercises from Business English syllabus and suggested that translation can constitute valuable pedagogical and communicative means to teach metaphorical concepts and expressions to L2 learners of professional discourses.
Another study by Leonardi (2009) focused on the role of translation in Business English teaching.She argued that the use of translation in ESP classes can be very useful and comprehensive approach to language learning and at the same time can be used to practice only one or two language skills.Benabdallah (2013) also discussed teaching ESP through translation to shed some fresh lights on the underlying significance of making the ESP learners acknowledge with the appropriate usage of specialized terms for reading disciplinary-based texts in general and enhancing communicative competence in particular.
Introduction to translation is essential for non-English Department students to set their mind that translating is not only replacing words into a different language; it is a process of meaning transferring from one language (source p-ISSN: 2580-2712 e-ISSN: 2580-2720 Journal of English Language, Literature, and Teaching 29 language) into another language (target language) contextually.Therefore, translation is textual and contextual matters that cannot be seen literally.
Translatonomics is a concept of combining translation studies in teaching English for Economics to higher education students.It is an approach which focused on teaching English for Economics students based on translation practice and aimed to optimize students' translation skill.In Translatonomics, students are guided to be skillful in translating specific texts related to Economics.Translatonomics is a proper method for English lecturers who teach students of non-English Department, in this case Economics students with low competence in English.
The first step to apply Translatonomics is introducing translation studies to the students before going to translation practice.This step covers some translation theories, including definition and kinds of translation, translation process, and strategies for contextual translation.Introduction to translation is essential for non-English Department students to set their mind that translating is not only replacing words into a different language; it is a process of meaning transferring from one language (source language) into another language (target language) contextually.Therefore, translation is textual and contextual matters that cannot be seen literally.

Research method
This study is qualitative descriptive research to identify the translation quality of Economics students and to design the material in teaching English for Economics students using translation practice.The process of qualitative research involves emerging questions and procedures, data typically collected in the participant's setting, data analysis inductively building from particulars to general themes, and the researcher making interpretations of the meaning of the data (Creswell, 2014).In the process of designing Translatonomics, the researcher first observed the English competence of the students to obtain the information.The study was conducted at Universitas Bina Bangsa located in Serang, Banten province.The location was chosen because it is the place where the researcher works as lecturer and recognizes the situation and the condition related to the ability and the needs of English teaching and learning.The English for Economics In qualitative research, the inquirer analyzes words or images (Creswell, 2012).In this research, the data were collected through the translation practice using Economics texts from English into Bahasa Indonesia.The test was conducted to explain the students' ability in translating text from English into Bahasa Indonesia.The translation works were measured from two aspects i.e. accuracy and acceptability.After the texts were analyzed, the researcher drafted the material to teach English for Economics using translation practice approach referred to the result of the translation test.

Translation strategy applied by the students
The term 'strategy' connotes a teleological course of action undertaken to achieve a particular goal in an optimal way (Inghilleri, 2009).Baker (2005) explained that translation strategy is related to finding the equivalence at word level and the equivalence above word level.Based on the analysis, most students tend to literally translate the economics texts from English to Bahasa Indonesia, word by word.They prefer to use more general words and loan words with explanation.During the translation process, dictionary is an essential tool for the references to find out the words meaning-the economics terms-and to find the equivalence terms in Bahasa Indonesia.Both management and accounting students rely on bilingual dictionary; either it is conventional dictionary or translation tool such as Google Translate.
Besides bilingual dictionary, the researcher found that the students often ask their friends or copy their classmates' works.It is due to their lack of confidence about their translation works, so they need to check their friends' to have 'the same perception'.The results show that the students cannot understand the English text and unable to translate it into Bahasa Indonesia properly as they have high dependency on Google Translate and never re-check the translation they made to make sure it is grammatically correct.

Translation quality
In this research, the translation quality is measured from two aspects: accuracy and acceptability.In terms of accuracy, the translation quality of Management students show that 10 (ten) students produce not accurate translation, 9 (nine) students produce less accurate translation, and 6 (six) students produce accurate translation.Meanwhile, the Accounting students show that 4 (four) students produce not accurate translation and 21 (twenty one) students produce less accurate translation.None of the students produce accurate translation.
In terms of acceptability, the translation quality of Management students show that 15 (fifteen) students produce not acceptable translation and 10 (ten) students produce less acceptable translation.None of the students produce acceptable translation.Meanwhile, the result of the Accounting students show that 4 (four) students produce not acceptable translation and 21 (twenty one) students produce less acceptable translation.None of the students produce acceptable translation.
The recapitulation of the translation quality of Management and Accounting students are respectively presented in the following tables: The results in Table 1 show that the translation ability of students from Management Department is still low.Meanwhile, the translation ability of students from Accounting Department is on the medium range (shown in Table 2).Teaching english for economics using translation approach After observing the students for one semester, the researcher decided to try to teach English for Economics using translation approach.It aims to get the students understand English text and translate it into Bahasa Indonesia without relying too much on instant translation tools such as Google Translate.It should be considered that in translating into the target language, acceptability is important.Acceptability means that the translation must be acceptable in the grammatical rules of the target language.
As it has been explained, Translatonomics focused on teaching English for equivalent terms in the target language.After they understand the source text, they are able to translate it into the target language; in this case from English into Bahasa Indonesia.In presenting the stages of the Translatonomics, the researcher captured some extracts from the module draft for the translation practice.

Translating simple sentences
The approach is started from translating simple sentences.In this part, there Language, Literature, and Teaching 30 course offered in the second semester served as the study.In this research, the participants are 25 students of Management study program and 25 students of Accounting study program.
Economics students based on translation practice and aimed to optimize students' translation skill.Once the students have adequate translation theories, they are ready to bring the theories into practice.In translation practice section, students are encouraged to translate English texts.The translation practice section is divided into three parts: translating simple sentences, translating short paragraphs, and translating texts.On the first part, students are encouraged to translate English simple sentences about Economics.Then, on the second part, students are encouraged to translate English short paragraphs extracted from Economics texts.Finally, on the third part, students are encouraged to translate some Economics texts.Each topic in translation practice section has three subject focuses: vocabulary/ terminology, comprehension (finding the equivalence), and translating.When the students are about to translate a text, they have to analyze it by recognizing the specific vocabularies or terminologies and finding the

Figure 3 .
Figure 1.Design for Translating Simple Sentences

Table 1 .
Recapitulation of the Translation Quality of Management Students

Table 2 .
Recapitulation of the Translation Quality of Accounting Students