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Resdilla Pratiwi
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
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Cognitive processing and self-reflection in student translation of historical paratext elements: An ability-based analysis of Indonesian–English translation Lia Agustina Damanik; Resdilla Pratiwi
Al-Lisan: Jurnal Bahasa Vol 11 No 2 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i2.8390

Abstract

Background: This study examines the cognitive processes and self-reflective practices underlying translation decision-making among sixth-semester student translators when translating paratextual elements of Indonesian online historical magazine articles from Historia.id into English. Aims: It investigates how students with different levels of translation and analytical ability identify problems, evaluate alternatives, reflect on their choices, and revise their translations. Methods: Employing a qualitative descriptive design through a classroom-based field study, the research was conducted over four weeks at STAIN Mandailing Natal during the 2025/2026 academic year. Twenty students who had completed two semesters of Translation coursework were classified through a baseline diagnostic task into high-ability (n = 8), medium-ability (n = 6), and low-ability (n = 6) groups. Data were collected through draft and final translations, translation logs, revision records, retrospective annotated translations, reflective journals, semi-structured interviews, and classroom observations, and were analyzed thematically using cross-group comparison. Results: The findings demonstrate that translating historical paratexts involves a recursive cognitive process comprising problem identification, contextual knowledge activation, alternative generation, functional evaluation, and revision. Self-reflection emerged as a key factor distinguishing decision-making quality across ability groups. High-ability students generated multiple alternatives, activated extensive historical knowledge, and revised deliberately; medium-ability students identified problems but generated fewer alternatives and revised reactively; while low-ability students frequently overlooked paratextual problems, relied on literal transfer, and revised superficially. Implications: The study concludes that reflective and context-sensitive decision-making is central to developing translation competence in historical paratexts. It highlights the need for differentiated and scaffolded pedagogy that strengthens problem identification, contextual reasoning, alternative generation, and reflective revision.
Co-Authors Ahmad Husein Aisyah Husaini Aminah, Rohmatul Anisa Yanti Asrin Nasution Bintang Rosada Damanik, Lia Agustina Dede Darmawan Rangkuti Elismayanti Rambe Eva Suryani Evi Sandelilah Fadhilah Ramadani Fadlan Ali Nasution Habadi, Niki Hanifah Oktarina Harahap, Risma Husin As’ari Indah Pertiwi Harahap Indra Wahyudi Junita Irawati Khoirun Nisa Piliang Lonni Nur Iffah Nasution Muhammad Razali Muhammad Sapar Nasution Muniroh Nanda Fitriani Nasution, Suryadi Novebri Novebri Nur Aisyah Dlt Nur Aliyah Lubis Nur Haira Nur Kholijah Nurlelawati Simanungkalit Nurul Izzah Tanjung Parulian Siregar Rahma Siregar Rahmi Seri Hanida Renda Zelkasih Rita Gamasari Robiatul Adawitah Ray Robiatul Adawiyah Royhan Ansori Nasution Rumiah Siregar Saidah Tunnur Nasution Siti Jabeda Siregar Sopiah, Sopiah Suadi Suadi Suhdi Ansah Batubara Syahriani Tuty Awaliyah Pohan Wanda Indriani Putri Warisatul Ummi Widya Sari Winda Putri Ardina Yenni Efrida Lubis Yuhanna, Yuhanna Zelkasih, Renda Zulfikar Zulfikar