19 etc, has a lexical unit in Bahasa Indonesia. The followings are the examples of level
shifts: 1.
a Sinta pun tidak membawa tas kecilnya. b Even Sinta does not bring her purse.
2. a Ray has bought his new suit, because he wants to go to the party.
b Ray sudah membeli jas barunya, karena dia akan pergi ke pesta. In example 1, we can see that a unit morpheme in Bahasa Indonesia
grammar ‘pun’ is translated into ‘even’ a lexis in English. And also in example 2, itcan be seen that in English if ‘have’ comes together with past participle of ‘sell’.
Theform ‘have + past participle’ in English is translated into ‘sudah’, a lexis in Bahasa Indonesia.
2.2.3.2 Category Shifts
The second types of shift, is category shift, it is referred to unbounded and rank-bound translation. Unbounded translation means that translation equivalences
may occur between sentences, clauses, groups, words and morphemes. While the term rank-bound translation only to refer to those special cases where equivalence is
limited to ranks below the sentence.
a. Structure-Shifts
Structure shift is about the changing of grammatical between the structure of the SL and the TL, because of the structure of the SL and TL is not correspondent.
For example: The form of the noun phrase of SL is Modifier-Head, while the form of the noun
phrase of TL is Head-Modifier.
20 dirty
glass → gelas
Adjective Noun
Noun Adjective
kotor
Dirty glass in the source language text is constructed of modifier dirty + head glass, meanwhile in the target language it becomes gelas kotor which is constructed
of head gelas + modifier kotor.
b. Class-Shifts
Class Shifts is about when the translation equivalent of a SL item is a component of a different class in TL.
For example: a.
a technical Adjective
Noun meeting
b. rapat
Noun Noun
teknis
c. Unit-Shifts
Unit shifts is about to changes of rank. In which the translation equivalent of a unit at one rank in the SL is a unit at a different rank in the TL.
For example: Shift from phrase to word
were raised →
dibesarkan Phrase
Word Word-Shifts
Word shifts is a part of unit-shifts, it is about the changes from word in the SL or Source Language into another ranks in TL or Target Language.
21 For Example:
Shift from word Adjective. to phrase He is my honorary uncle
→ dia paman Adjective
Phrase yang ku hormati
d. Intra-System-Shifts
Intra system shifts is the last shifts, it is about the shifts which occur along with the names of the types of shift affecting the other fundamental categories of
grammar-unit, structure and class.
For example: a.
a pair of Noun plural
scissors
b. sebuah
Noun singular gunting
2.2.4 Calque
According to Vinay and Darbelnet 1958 in Venuti 2000: 86, a calque is a special kind of borrowing whereby a language borrows an expression form of
another, but then translates literally each of its elements. They divided calque into two kinds:
2.2.4.1 Lexical Calque
Lexical calque is a calque which respects the syntactic structure of TL, whilst introducing a new mode of expression.
22 For example:
SL TL
four-by-four 4x4 empat kali empat 4x4
table tennis tenis meja
classic guitar gitar klasik
2.2.4.2 Structural Calque
Structural calque is a calque which introduces a new construction into the language TL.
For example: SL
‘equity financing’ TL
pemerataan keuangan.
As well as borrowings, there are many fixed calques which is after a period of time, become an integral part of the language. These similar to borrowings,
may have undergone a semantic change, turning them into faux amis [i.e. pairs of words in two languages or dialects or letters in two alphabets that
look or sound similar, but differ in meaning; false friends]. Translators are more interested in new calques which can serve to fill a lacuna, without
having to use an actual borrowing. Vinay and Darbelnet 1958 in Venuti 2000: 85-86
2.2.5 Modulation
Modulation is a variation through a change of viewpoint, of perspective and very often of category of thought Newmark, 1988: 105. This translation technique
23 is normally used when SL text is translated literally, or transposed, into TL, is still
considered unsuitable, unidiomatic, or awkward in TL, although the translation is grammatically correct Vinay and Darbelnet 1958 in Venuti 2000: 89.
In general, modulation is divided into standard modulation and free modulation. Standard modulations are the ones recorded in bilingual dictionaries,
such as: SL
train station TL
stasiun kereta api
Free modulations are used by translators when TL rejects literal translation. Perhaps free modulation is better illustrated by the following:
Modulasi bebas adalah prosedur penerjemahan yang dilakukan karena alasan nonliguistik, misalnya untuk memperjelas makna, menimbulkan
kesetalian dalam BSa, mencari padanan yang terasa alami dalam Bsa, dan sebagainya. Machali, 2000: 70
[Free modulation is a translation procedure employed for non-linguistic purposes, such as to clarify meaning, to create a connection in TL, to find
equivalence that seems natural in TL, etc.]
The two general types of modulations are further divided into eleven categories:
i Negated contrary or double negative for positive, as Newmark termed it
is a concrete translation procedure which can be applied in principle to any action verb or quality adjective or adverb.
24 Example:
SL You shouldn’t disrespect
TL Kamu
your father. harus menghormati
ii Part for the whole is a modulation in which the SL text of a part of a whole set, which refers to the whole set, is translated as the whole set
itself in TL. ayahmu.
Example: SL
“I don’t wan’t that hairball TL
“Aku tidak mau in my room” shouted Mia.
kucing itu ada di kamarku” teriak Mia.
iii One part for another is a modulation that occurs when a referent in SL is referred to as a certain part of it and to its other part in TL.
Example: SL
The little girl was wearing red from head to toe TL
Pakaian anak perempuan itu bernuansa merah dari .
ujung rambut hingga ujung kaki
.
iv Abstract for concrete is a modulation in which the meaning of SL text is made explicit in TL.
Example: SL
The soldier wrote TL
Prajurit itu to his wife everyday when he was in battlefield.
menyurati istrinya tiap hari ketika berada di medan
perang.
25 v Cause for effect includes cause for effect, means for result, and substance
for object modulations. Example of cause for effect:
SL The twins weren’t happy about my visit to their house, and to add
insult to injury TL
Si kembar tidak senang aku berkunjung ke rumah mereka, dan , they threw away my teddy bear.
yang membuatku lebih sedih lagi
Example of means for result: , mereka membuangboneka beruangku.
SL My friend will drive
TL Temanku akan
us to the mall. mengantar kita ke mal naik mobil
Example of substance for object: .
SL Literature
TL isn’t as easy as one thinks it would be.
Ilmu kesusasteraan tidaklah semudah yang orang anggap.
vi Reversal of terms occurs when the subject in SL becomes the object in TL, and vice versa.
Example: SL
I won’t fit into that gown. TL
Gaun itu takkan muat sama aku.
vii Active for passive is used when the active form of the text in TL sounds awkward or is grammatically incorrect.
Example: SL
The code to the safe was changed yesterday. TL
Ada yang mengubah kode brankas kemarin.
26 viii Space for time is used when an occurrence signified as a term indicating
space in SL, is modulated into a term in TL that indicates time, and vice versa.
Example: SL
They were my best friends in high school TL
Mereka sahabatku .
semasa SMA.
ix Intervals and limits is a type of modulation in which the interval of time and limit of space in SL are modified to a more commonly used TL
equivalents, which also sound more natural in TL. Example in time:
SL See you
TL in a week.
Sampai jumpa Example in space:
minggu depan.
SL No parking
TL between signs.
Dilarang parkir hingga rambu berikutnya .
x Change of symbols occurs when a unit in SL is translated into TL as a unit more commonly used by TL natives.
Example: SL
The harbor is only few miles TL
Pelabuhan itu hanya away from here.
beberapa kilometer dari sini.
xi Sensory modulation is a modulation of sensory elements visual, audio, etc. from SL into TL.
27 Example:
SL brown beans
TL kacang merah
2.2.6 Equivalence
In Vinay and Darbelnet’s own words, the classical example of equivalence is given by the reaction of an amateur who accidentally hits his finger with a hammer:
if he were French his cry of pain would be transcribed as “Aïe”, but if he were English this would be interpreted as “Ouch”. [If he were Indonesian, the
interpretation of his cry of pain would be: “Aduh”] Another striking case of equivalences are the many onomatopoeia of animal sounds.
For example: SL
cock-a-doodle-doo TL
kukuruyuk SL
meow TL
meong These simple examples illustrate a particular feature of equivalences: more
often than they are not of a syntagmatic nature, and affect the whole of the message. As a result, most equivalences are fixed, and belong to a phraseological repertoire of
idioms, clichés, proverbs, nominal or adjectival phrases, etc. In general, proverbs are perfect examples of equivalences.
For example: SL
It’s raining cats and dogs TL
Hujan turun dengan derasnya.
28 SL
Birds of a feather flock together. TL
Rasam minyak dengan minyak, rasam air dengan air.
2.2.7 Adaptation
Adaptation is used in those cases where the type of situation being referred to by the SL message is unknown in the TL culture. In such cases translators have to
create a new situation that can be considered as being equivalent. Adaptation can, therefore, be described as a special kind of equivalence, a situational equivalence.
They are particularly frequent in the translation of book and film titles. Vinay and Darbelnet 19581995 in Hatim and Munday 2004: 151.
For example: SL
TL • ‘After the Night’ [a novel by Linda
Howard] Menunggu Fajar
• ‘Evil Under the Sun’ [a novel by Agatha Christie]
Pembunuhan di Teluk Pixy
• Voldemort You Know Who [a character in J. K. Rowling’s Harry Potter
series] Voldemort Kau Tahu Siapa
29
CHAPTER III
METHOD OF RESEARCH
3.1 Research Design
The writer analyzed the data using qualitative descriptive method. Qualitative researchers are interested in understanding the meaning that people have constructed,
that is, how people make sense of their world and the experiences they have in the world. Merriam, 2009:13. By using qualitative descriptive method, the writer
intends to explain the data found in the source data, using the proper theory and examples. Bernard and Ryan 2011:3 indicate that the goals of qualitative research
are to uncover and describe patterns, using the patterns to compare differences between individuals or groups, and then to test assumptions about the patterns. The
authors point out that qualitative data can include physical objects, media images, audio and files, and a range of textual material from the novel to brochures and ads.
In short, qualitative research involves collecting and working with text, images, or sounds.
3.2 Source of Data
