International Journal of Multidisciplinary Sciences and Arts E-ISSN : 2962-1658 Volume 2, Number 2, December 2023 https://doi.org/10.47709/ijmdsa.v2i2.3563 252 How is Translation Learning Through the Application of the Cooperative-Contrastive Model? Ade Rahima 1* , Erlina Zahar 2 , Arif Rahim 3 , Zuhri Saputra Hutabarat 4 1,2,3,4 ,Batanghari University, Indonesia 1 ade.rahima@unbari.ac.id, 2 erlina.zahar@unbari.ac.id, 3 arifrahim23@yahoo.com, 4 zuhri.saputra.hutabarat@gmail.com *Corresponding Author ABSTRACT The present research aims to verify the implementation of a cooperative-contrastive model that can overcome students’ difficulties in translating texts from English into Indonesian. The study was conducted by a lecturer-researcher who involved 31 students who took Translation II subject. The duration of the research was two months and took place at the English Education program of Batanghari University. The main finding of the research is that the contrastive-cooperative model does not boast promising results in overcoming students' difficulties in translating texts from English into Indonesian. On the contrary, the approach lends itself to new problems in the students' translation. Hence, the lecturer-researcher tried to overcome the difficulties by training the students with some techniques, such as substitution, description, expansion, and transposition. Article History: Submitted: Jan 1, 2023 Accepted: Jan 25, 2024 Published: Feb 5, 2024 Keywords: contrastive-cooperative model, translation teaching-learning Brilliance: Research of Artificial Intelligence is licensed under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). INTRODUCTION Translation has always played an important role in language learning. Until the end of the 18th century, learning foreign languages involved learning Latin indirectly. According to Mehta (2010), English language teaching is beneficial if we consider it a tool, not an end. (Nugroho, 2015) in (Pribadi, 2014) states, "the twentieth century was the glory of translation." In addition, (Nurfitriyanti et al., 2020) in (Pribadi, 2014) also states, "translation is a neutral term used for all tasks when the meaning of an expression in one language-the source language (SL) is transferred its meaning into another, the target language (TL) on spoken, written, or sign media. (Fakhrurrozi & Mahyudin, 2012) emphasizes the role of the speaker in grammar. Starting from grammar, students can reach a higher level than the language. By translating, they have more competence in the knowledge of grammatical structures. The translation is a cultural mediation between the source language culture and the target language. Comparing the two cultures allows students to familiarize themselves with linguistic elements connected to their culture. Grammatical rules are the backbone of a language and cannot be ignored. During the process, students work in two parallel texts (in the source and target languages). This makes students able to discover grammatical rules and how to apply them. Some students have difficulty identifying the correct tenses and correctly correcting them. The discussion of the entire translated text or even only one word in language learning teaches them that one word usually has more than one translation. Students learn that each word assumes one meaning based on context (Abdussalam et al., 2018). Substantively, translation teaching aims to educate learners to have dissimilative competence, namely the ability to compare and process two different language and cultural systems (Faizah et al., 2023). Therefore, in teaching translation, aspects of similarities and differences are conveyed first to be used as a basic reference for the subsequent development of abilities. According to (Suratno & Hutabarat, 2018), this aspect can be used as material for lectures presented with a contraceptive method. It is asserted that contrastive analysis provides a framework for language comparisons to choose what information is useful for specific purposes, such as bilingual-based teaching and language-based teaching. This opinion is in line with (Novitasari & Ardi, 2017) view that contrasts the group's words with something in common. Vocabulary is grouped into one category. In addition, the characteristics of the similarities and differences in meaning between the two contrasted words were studied so that the main concept of each of the words is in contrast. The advantages of the mi contrastive model are also supported by the results of (Pratama & Effendi, 2021), in which ın carried out experiments with vocabulary teaching by comparing vocabulary meanings through context and dictionaries. In this study, the cooperative learning model was combined with the contrastive learning model so that a cooperative-contrastive learning model was formed, which was used as a treatment to overcome students' difficulties in translating English texts into Indonesian. The application of the learning model above is based on the consideration that translation is a complex skill because it requires the translator to master the source language, the target language, the culture contained in the two languages, and the problem that is the topic of discussion. Therefore, in teaching English to Indonesian, students experience various difficulties (Pribadi, 2014). The main forms of difficulty are the following. First is the inability of students to validate or match the source language's sentence structure with the target language's structure through the transposition process. (Yuzulia, 2021) found