Cognitive processing and self-reflection in student translation of historical paratext elements: An ability-based analysis of Indonesian–English translation
DOI:
https://doi.org/10.30603/al.v11i2.8390Keywords:
Cognitive translation process; , Indonesian–English translation;, paratext elements; , translation ability; , translation pedagogy; , translator self-reflectionAbstract
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.
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