Students’ Translation Competence and Its Implications for the Development of the Translation Course Syllabus at the Faculty of Tarbiah and Teacher Training IAIN Sultan Amai Gorontalo

This study analyzes students' translation competence and the implications of developing the Translation Course Syllabus/RPS in the English Education Study Program, Faculty of Tarbiyah and Teacher Training, IAIN Sultan Amai Gorontalo. A qualitative method was employed. The participants were ten 6th-semester students of the 2021 cohort from the English Education Program. Data were collected through documents, observations, and interviews. Qualitative data analysis was used to identify types of translation errors and explore students' translation processes and competencies in depth. The findings indicate that students have not fully mastered the five sub-competencies of translation: bilingual, extralinguistic, translation knowledge, instrumental, strategic, and psychophysiology. Weaknesses were found in vocabulary, idioms, cultural sensitivity, and a limited understanding of translation principles. The implications highlight the urgency of developing a more contextual and process-based syllabus and RPS, comprehensive training in translation strategies, and evaluation approaches that assess students' thinking processes to foster reflective, adaptive, and competent translators.