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Translation Volume: 1400 words Completed: Apr 2020 Languages: English to Indonesian
1400 words of a poker game
Translation and localization: 1400 words of a poker game from English to Indonesian.
Games / Video Games / Gaming / Casino
No comment.
Translation Volume: 55 days Duration: Jul 2019 to Aug 2019 Languages: English to Indonesian
30,000 EN-ID Sentences Pairs Supplying
Supplying 30,000 sentences pairs of English-Indonesian, the topics are mainly General articles/news/governmental.
General / Conversation / Greetings / Letters
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Sample translations submitted: 5
English to Indonesian: Child Development General field: Social Sciences Detailed field: Psychology
Source text - English Delays in the language are the most frequent type of developmental delay. According to demographics 1 out of 5 children will learn to talk or use words later than other children their age. Speech/language delay is three to four times more common in boys than in girls. Some children will also display behavioral problems due to their frustration of not being able to express what they want or need.
Simple speech delays are usually temporary. Most cases are solved on their own or with a little extra attribution from the family. It's the parent's duty to encourage their baby to talk to them with gestures or sounds and for them to spend a great amount of time playing with, reading to, and communicating with their baby. In certain circumstances, parents will have to seek professional help, such as a speech therapist.
It is important to take into considerations that sometimes delays can be a warning sign of more serious conditions that could include auditory processing disorders, hearing loss, developmental verbal dyspraxia, developmental delay in other areas, or even an autism spectrum disorder (ASD).
Translation - Indonesian Keterlambatan dalam kemampuan berbahasa adalah jenis yang paling sering terjadi dalam keterlambatan perkembangan. Menurut data demografis, satu dari lima anak belajar berbicara atau menuturkan kata lebih lama dari anak-anak seusianya.
Keterlambatan kemampuan berbicara atau berbahasa lebih banyak terjadi pada anak laki-laki, dengan rasio 4:3 dari anak perempuan. Beberapa anak juga menunjukkan masalah perilaku yang disebabkan oleh rasa frustrasi karena kesulitan mengungkapkan keinginan atau kebutuhannya.
Keterlambatan berbicara yang ringan biasanya bersifat temporer. Banyak kasus yang terselesaikan seiring berjalannya waktu atau dengan adanya intervensi tambahan dari orang tua. Orang tua perlu memfasilitasi bayi untuk berbicara kepada mereka melalui stimulasi gestur atau suara. Selain itu, orang tua juga perlu menghabiskan banyak waktu bermain, membacakan cerita, dan berinteraksi dengan bayi mereka. Untuk situasi khusus, orang tua perlu mencari bantuan profesional, seperti terapis wicara.
Orang tua perlu mempertimbangkan bahwa terkadang keterlambatan berbicara merupakan gejala atau tanda lain dari masalah yang lebih serius seperti gangguan proses pendengaran, tuli, dispraksia verbal, keterlambatan perkembangan di aspek lainnya, atau bahkan gangguan spektrum autism (GSA).
English to Indonesian: Curriculum in 21st Century General field: Social Sciences Detailed field: Education / Pedagogy
Source text - English The present curriculum in most schools is coming from the economy but it is based on very old principles. The curriculum is not modern for our time. Tests and examines are not respecting the developing human being and are seeing the students as “empty vessels” which one must fill with information.
A modern curriculum must build up faculties and competences and must provide health.
The teaching method must open up for experimenting and discovering learning and for an independent problem-solving process, where the teacher is a tutor of the learning processes.
The school should also provide possibilities to develop social and personal competence.
This way of teaching will be enhanced when the real world can be included in school life (internships, practicum). This needs preparation and review and tutoring and brings life and learning, working and learning into a new context. At least there must be the permanent practice of different kinds of arts as an important part in the process of learning because problem-solving is an artistic process.
The only school movement in the world which is already implementing the future to a high degree is the Steiner/Waldorf Schools.
Today we shall not ask if a school is good because of brilliant examines, instead the main question must be: if the school is healthy?
Translation - Indonesian Pada masa ini, kurikulum yang diterapkan di sebagian besar sekolah lebih dititikberatkan pada sistem perekonomian dan pada prinsip-prinsip yang sangat lama. Kurikulumnya sudah tidak modern atau tidak sesuai untuk zaman kita. Tes dan ujian yang diberikan di sekolah sebenarnya tidak menghormati martabat manusia yang sedang berkembang dan malah melihat siswa sebagai "kendaraan kosong" yang perlu diisi dengan banyak informasi.
Kurikulum modern seharusnya mampu memfasilitasi perkembangan kecakapan dan kompetensi pelajar, serta perlu menyediakan lingkungan yang sehat, baik secara fisik maupun non-fisik.
Metode pengajaran perlu lebih luas sampai pada bentuk pembelajaran yang banyak melakukan eksperimen dan penemuan, serta proses pemecahan masalah yang mandiri. Maka, guru berperan sebagai pembimbing dari proses pembelajaran tersebut.
Sekolah juga harus menyediakan peluang untuk mengembangkan kompetensi sosial dan pribadi pelajar.
Cara mengajar ini akan semakin optimal ketika unsur praktis kehidupan sehari-hari dimasukkan dalam pembelajaran di sekolah (misalnya kegiatan magang, praktikum). Proses ini membutuhkan persiapan, peninjauan, dan bimbingan, serta membawa hubungan antara kehidupan-pembelajaran dan dunia kerja-pembelajaran ke sebuah perspektif baru. Setidaknya harus ada praktik berbagai jenis seni yang konsisten sebagai bagian penting dalam proses belajar, karena pemecahan masalah adalah sebuah proses artistik.
Satu-satunya gerakan sekolah di dunia yang sudah menerapkan pendidikan untuk masa depan secara mendalam adalah sekolah-sekolah Steiner/Waldorf.
Hari ini kita tidak akan bertanya, "Apakah sekolah itu bagus karena memiliki fasilitas ujian yang unggul?", namun pertanyaan yang tepat adalah, "Apakah sekolah itu sehat?"
English to Indonesian: Nursery Rhyme (Translation and Transcreation) General field: Art/Literary Detailed field: Poetry & Literature
Source text - English Mary had a little lamb,
Little lamb, little lamb,
Mary had a little lamb
Whose fleece was white as snow.
And everywhere that Mary went,
Mary went, Mary went,
Everywhere that Mary went
The lamb was sure to go.
He followed her to school one day,
School one day, school one day,
He followed her to school one day
Which was against the rules.
It made the children laugh and play,
Laugh and play, laugh and play,
It made the children laugh and play,
To see a lamb at school.
And so the teacher turned it out,
Turned it out, turned it out,
And so the teacher turned it out,
But still it lingered near,
He waited patiently about,
Patiently about, patiently about,
He waited patiently about,
Till Mary did appear.
"Why does the lamb love Mary so?
Love Mary so? Love Mary so?
Why does the lamb love Mary so?"
The eager children cried.
"Why, Mary loves the lamb, you know,
Lamb, you know, lamb, you know,
Why, Mary loves the lamb, you know,"
The teacher did reply.
Translation - Indonesian Ani punya kucing kecil,
Kucing kecil, kucing kecil,
Ani punya kucing kecil
Bulunya seputih kapas.
Ke mana pun Ani pergi,
Ani pergi, Ani pergi,
Ke mana pun Ani pergi
Kucing itu ikut.
Suatu hari ia ikut ke sekolah,
Ke sekolah, ke sekolah,
Suatu hari ia ikut ke sekolah
Yang seharusnya tidak boleh.
Anak-anak pun senang dan bermain,
Senang dan bermain, senang dan bermain,
Anak-anak pun senang dan bermain
Karena ada kucing di sekolah.
Guru pun menggiringnya keluar,
Keluar, keluar,
Guru pun menggiringnya keluar
Tapi ia tetap kembali.
Kucing itu sabar menunggu,
Menunggu, menunggu,
Kucing itu sabar menunggu
Sampai Ani datang.
“Karena Ani sayang kucingnya,
Kucingnya, kucingnya,
Karena Ani sayang kucingnya,”
Jawab sang guru.
English to Indonesian: Neuropsychology General field: Social Sciences Detailed field: Psychology
Source text - English Assessments are used in clinical neuropsychology to find brain psychopathologies of the cognitive, behavioral, and emotional variety. Physical evidence is not always readily visible so clinical neuropsychologists must rely on assessments to tell them the extent of the damage. The cognitive strengths and weaknesses of the patient are assessed to help narrow down the possible causes of the brain pathology. A clinical neuropsychologist is expected to help educate the patient on what is happening to them so that the patient can understand how to work with their own cognitive deficits and strengths. An assessment should accomplish many goals such as; gage consequences of impairments to quality of life, compile symptoms and the change in symptoms over time, and assess cognitive strengths and weaknesses. Accumulation of the knowledge earned from the assessment is then dedicated to developing a treatment plan based on the patient's individual needs. An assessment can also help the clinical neuropsychologist gage the impact of medications and neurosurgery on a patient. Behavioral neurology and neuropsychology tools can be standardized or psychometric tests and observational data collected on the patient to help build an understanding of the patient and what is happening with them. There are essential prerequisites which must be present in a patient in order for the assessment to be effective; concentration, comprehension, and motivation and effort.
Translation - Indonesian Asesmen digunakan dalam neuropsikologi klinis untuk menyelidiki kelainan otak dari aspek kognitif, perilaku, dan emosi. Bukti fisik tidak selalu mampu menunjukkan suatu kondisi secara mendalam, sehingga ahli neuropsikologi klinis perlu mengandalkan asesmen sebagai informasi lebih lanjut tentang kerusakan saraf yang terjadi. Data tentang kelebihan dan kelemahan kognitif pasien diambil untuk membantu pembuatan kesimpulan terkait penyebab kelainan otak. Seorang ahli neuropsikologi klinis diharapkan dapat mengedukasi pasien tentang hal yang terjadi pada mereka sehingga pasien mampu memanfaatkan kelemahan maupun kelebihan kognitif mereka sendiri. Sebuah asesmen seharusnya mampu mencapai beberapa tujuan sekaligus, seperti: Memperkirakan konsekuensi kerusakan terhadap kualitas hidup, mengumpulkan data seluruh gejala dan perubahan pada gejala seiring berjalannya waktu, serta menganalisis kelebihan dan kelemahan kognitif. Seluruh data yang dikumpulkan dari asesmen dijadikan informasi untuk mengembangkan rancangan perlakuan yang berdasarkan kebutuhan pribadi pasien. Asesmen juga dapat membantu ahli neuropsikologi klinis untuk memperkirakan efek medikasi dan bedah saraf terhadap pasien. Perlengkapan asesmen neurologi perilaku dan neuropsikologi dapat disesuaikan atau tes-tes psikometri dan data observasi dari pasien dapat menjadi alat bantu untuk memahami pasien dan kondisinya. Terdapat beberapa aspek penting yang harus muncul dalam diri pasien agar proses asesmen berjalan dengan efektif, yaitu: Konsentrasi, pemahaman, motivasi, dan usaha.
English to Indonesian: The Arctic Event (Robert Ludlum, 2007) General field: Art/Literary Detailed field: Poetry & Literature
Source text - English PROLOGUE
March 5, 1953
The Canadian Arctic
Nothing lived on the island. Nothing could.
It was a jagged ridge of raw, storm-savaged rock thrusting through the ice and freezing waters of the Arctic Ocean only a short distance from the Earth’s magnetic pole. A shallow crescent twelve miles in length from east to west, it tapered from two miles in width at its broadest point to a quarter mile at its tips, with something of a cove on its westernmost end. Two prominent peaks rose out of its narrow, boulder-strewn coastal plain, a glaciated saddleback joining them.
Lichen and a few tufts of stunted, frost-burned seagrass clung to bare existence amid its fissured stone. A few kittiwakes and fulmars would roost on its cliffs during the brief arctic summer. The occasional seal or walrus would haul out on its gravel beaches, and the rare lordly polar bear would pad ghostlike amid its freezing fogs.
But nothing truly lived there.
The island was one of the myriad crumbs of continent scattered between the northern coast of Canada and the Pole. Collectively they were called The Queen Elizabeth. Archipelago, and each was as bleak and blizzard blasted as the next.
For the bulk of its existence, the island had been unknown and unvisited by humanity. Some far-ranging Inuit hunter might have seen its peaks rising above the sea smoke on the distant horizon. If he had, the necessities of survival for himself and his tribe had prevented any further investigation.
Or possibly some Victorian-era arctic explorer caught up in the vain quest for Northwest Passage might have sketched the island onto his crude map with a mittened hand. If so, he had been one of the ice-doomed ships that never returned.
The island and its sisters did not enter into the affairs of mankind until the coming of the appropriately named Cold War. The Queen Elizabeth Archipelago was photo surveyed in the late 1940s by the United States Air Force as a precursor to the construction of the North American Air Defense Command’s Distant Early Warning radar line. The island gained a name then. The bored military cartographer who added it to the world’s chart’s dubbed it Wednesday because it had to be called something and because its survey run had passed over his desk in the middle of the week.
Not long afterward, Wednesday Island received its first visitation.
A williwaw was blasting down from the Pole through the primordial darkness of an arctic winter, its winds screaming around the island’s peaks, scouring the snow from their northern faces, leaving the black basalt naked to the storm.
Possibly that was why the island went unseen until it was too late.
Faintly the sound of powerful aircraft engines came from the north, riding with the wind, growing swiftly in intensity. But there was no one to hear their thunder as they passed low over the island’s coastline. Too low. The roar of the engines suddenly increased, spurred into a howl of desperation-born power.
The howl ended abruptly in the harsh, tearing slam of metal hitting on ice, and the eternal winds shrieked in triumph.
Wednesday Island ceased to be a point of concern for another half-century.
Translation - Indonesian PROLOG
5 Maret 1953
Kepulauan Arktik Kanada
Tidak ada kehidupan di pulau itu. Tidak ada yang bisa.
Pulau itu penuh dengan puncak bukit bergerigi, yang tersusun dari batu-batu besar yang menembus ke dalam es dan air Samudra Arktik yang sangat dingin, tidak jauh dari kutub magnet Bumi. Bentuknya seperti bulan sabit sepanjang 19,3 km dari timur ke barat, dengan area terlebarnya berjarak 3,2 km yang kemudian mengerucut menjadi 0,4 km di ujung, dengan bentuk menyerupai teluk kecil dia ujung paling barat. Terdapat dua puncak yang menonjol di dataran pesisir kecil yang penuh dengan batu-batu besar, serta gletser yang menjorok ke bawah.
Lumut dan beberapa rumput laut yang mengkristal menempel di tengah batu yang retak, di tengah tidak adanya tanda-tanda kehidupan. Biasanya ketika tiba musim panas singkat, beberapa burung camar kecil dan burung fulmar bertengger di tebingnya. Pada masa-masa tertentu, anjing laut atau walrus akan berjalan dengan menyeret-nyeret tubuhnya di pantai yang berkerikil. Selain itu, sang beruang kutub agung yang jarang terlihat, akan tidur selayaknya hantu di tengah kabut yang sangat dingin.
Namun tidak ada yang benar-benar hidup di sana dalam waktu yang lama.
Pulau itu adalah satu dari banyak sekali serpihan benua yang tersebar di antara pantai utara Kanada dan Kutub Utara. Kumpulan serpihan itu disebut dengan Kepulauan Ratu Elizabeth, dan semuanya sama-sama tampak suram dengan badai salju yang terus berlangsung.
Jika dilihat dari pengetahuan tentang keberadaannya, pulau itu sebenarnya belum pernah diketahui dan dikunjungi oleh manusia. Seorang pemburu Inuit yang tempat tinggalnya jauh mungkin pernah melihat puncaknya di atas asap laut di garis cakrawala. Misalnya pun ia mencapai tempat itu, kebutuhan bertahan hidup untuk dia dan anggota sukunya tidak akan cukup untuk hidup di sana.
Atau mungkin juga seorang penjelajah Arktik di era Victoria, yang awalnya ingin melakukan pencarian Jalur Barat Laut, sempat menggambar sketsa pulau tersebut di petanya dengan menggunakan sarung tangan. Jika iya, pasti kapalnya karam membeku di sana dan tidak akan pernah kembali.
Pulau itu dan pulau di sekitarnya belum menarik perhatian manusia sampai munculnya Perang Dingin. Foto Kepulauan Ratu Elizabeth diperiksa di akhir tahun 1940-an oleh Angkatan Udara Amerika Serikat sebagai langkah awal sebelum membentuk satuan radar Distant Early Warning (DEW) milik Komando Pertahanan Udara Amerika Utara (NORAD). Setelah itu, pulau tersebut akhirnya memiliki nama. Seorang tentara pembuat peta yang sedang jenuh, yang membuat pulau itu masuk dalam peta dunia, menyebutnya “Wednesday” karena ia merasa pulau itu harus memiliki nama dan karena survei foto tersebut ada di mejanya di pertengahan pekan.
Tidak lama setelah itu, Pulau Wednesday dikunjungi untuk pertama kalinya.
Angin williwaw yang berhembus dari Kutub Utara sepanjang musim dingin di Arktik, bertiup amat keras seakan berteriak di sekitar puncak pulau, menggesek turun salju di permukaan, sampai batu basalnya langsung terhantam badai.
Mungkin karena kejadian itulah pulau tersebut tidak terlihat, sampai semuanya sudah terlambat.
Samar-samar suara keras pesawat dari arah utara, yang bergerak bersama angin, sontak menjadi semakin keras. Namun tidak ada seorang pun yang mendengar suara tersebut ketika mereka terbang rendah di sepanjang pesisir pulau. Terlalu rendah. Raungan mesin tiba-tiba semakin keras, berubah menjadi dengkingan yang sangat keras.
Dengkingan tersebut terhenti mendadak, digantikan dengan suara baja yang robek dan menghantam es, dan angin pun menjerit atas kemenangannya.
Pulau Wednesday pun tidak lagi menjadi pusat perhatian untuk setengah abad berikutnya.
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Master's degree - Universitas Padjadjaran, Bandung, ID
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Years of experience: 7. Registered at ProZ.com: Feb 2018.
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Bio
MY BACKGROUND
I have a master's degree in psychology, specialising in Clinical Child Psychology. While taking my psychology degree, I also studied Waldorf pedagogy based on Anthroposophy (a philosophy about spiritual science and its connection with the human being, founded by Rudolf Steiner). With psychology and anthroposophy as my cornerstones, I developed a fondness for language, education, art, and science. Therefore, I learn and practice continuously to cultivate my knowledge and skills in various fields, namely literature (creating stories for children and storytelling), agriculture, geography, mindfulness meditation, astrophysics, etc.
LINGUIST SERVICES PROVIDER BACKGROUND
I have developed an interest in language and culture from a young age. I began translating and transcribing when I took my bachelor's degree in psychology only for university requirements. In 2017, I decided to translate professionally by volunteering on United Nations projects, and then joined Translators Without Borders in 2018. In early 2019, I joined a translation agency and became a freelance linguist provider, working in various fields such as general articles, financial reports, academic writings, and questionnaires.
I am aware that sometimes, people (including myself) will grasp some information quickly if provided in their native language, although they understand the other language. And I want to be one of the "bridges" to help to deliver that accessible information.
HOW I HANDLE PROJECTS
I set 30-35 hours/week to do a freelance job as a linguist service provider. I value quality in everything that I work on, so I must have constant communication with the client to ensure that my job progress corresponds to the client's needs. And I will turn down a job if the topic is outside of my competency.
GENERAL AND SPECIFIC FIELDS
- General domain: Articles, questionnaires, reports, manuals.
- Psychology: Children-adolescent development issues (ranging from common problems to pathology), neuropsychology, parenting, and psychotherapy.
- Pedagogy: Waldorf-Steiner approach with Anthroposophy as its foundation.
- Literature: Creating children's stories (for therapy, education, and entertainment) and storytelling.
Expertise 
Portfolio 
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