Farida Repelia Waty Kembaren, Muhizar Muchtar, M.S.


The practice of teaching translation was often done by discussing translation theories and translating texts in the classroom. However, the problem is students also need to have a real-life experience as professional translators that will be useful for them in the future. This paper presents the findings of a research study conducted in a translation class of English Education Department students in the State Islamic University of North Sumatra. The research is about Translation Agency Project as innovation strategy to teach translation subject. The students were assigned to develop their own translation agency by promoting their agency, handling the clients, and translating the texts. The objective of this research is to identify the challenges faced by the students in running their Translation Agency Project. It also includes how students cope with those challenges. Finally, it describes the benefits of using Translation Agency Project in teaching translation. The method of this research is descriptive qualitative method for translation studies (Toury, 1995) based on theoretical research compared to a survey applied to students of English Education Department who have learned about translation theories. As a result, after analyzing the data, it can be seen that the biggest challenge the students faced in conducting their translation agency is advertising the translation agency (43%), meeting with clients (36%), and translating the texts (21%). Finally, after analyzing the survey, it shows that translation Agency Project is an effective and recommended strategy to teach translation theories in the class. 


translation, teaching strategies, agency, theory, challenge.

Full Text:



Clavijo, B., Martin, P. (2013). Identifying Translation Teaching Strategies: An Exploratory Study. International Journal of Humanities and Social Science: The Special Issue on Social Science Research (pp. 71-78). USA. Taken from:

Gile, D. (2009). Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins.

Hurtado, A. (2008) “Compétence en traduction et formation par compétences” in TTR: traduction, terminologie, rédaction, vol. 21, n° 1, 2008, p. 17-64 taken from:

Kiraly, D. (1995). Pathways to Translation.Pedagogy and Process. Kent (O), Londres: The Kent State University Press.

Kiraly, D. (2000). A Social Constructivist Approach to Translator Education – Empowerment from Theory to Practice. Manchester. St. Jerome Publishing.

Kiraly, D. (2003). From Instruction to Collaborative Construction: A passing fad or the promise of a paradigm shift in translator education? en Baer B. y Koby G. (eds.) Beyond the Ivory Tower. Rethinking translation pedagogy. American Translators Association Scholarly Monograph Series, Vol. XII. Amsterdam, Filadelfia: John Benjamins. 3-27.

Mustafa, F. (2015). Using corpora to design a reliable test instrument for English proficiency assessment. Proceedings of the TEFLIN International Conference: Teaching and assessing L2 learners in the 21st century (pp. 344-354). Denpasar: Universitas Udayana.

Newmark, P. (2001). A Textbook of Translation. Edinburgh. Pearson Education Limited.

Nord, Ch. (2009). El funcionalismo en la enseñanza de traducción at Revista latinoamericana de traducción



  • There are currently no refbacks.

Annual International Conference on Language and Literature (AICLL)

Universitas Islam Sumatera Utara
Website :
Email :

Lisensi Creative Commons

Annual International Conference on Language and Literature (AICLL) is licensed under a Creative Commons Attribution 4.0 International License