Dragon Vocabularies Data Analysis of The Translation of Language Play of The Dragonese Language From English Into Indonesian in Cressida Cowell's 'How To Speak Dragonese'.

59 Maranatha Christian University APPENDICES

A. Dragon Vocabularies Data

60 Maranatha Christian University 61 Maranatha Christian University 62 Maranatha Christian University 63 B. Linguistic Processes and Translation Method of the Dragonese Language in English and Indonesian Version Data Data English Indonesian F S Eng. Ind. 1. Pishyou P Compounding Hrrp  -  P 2. Thankee P Suffixation Macih P Clipping P P Onomatopoeia Onomatopoeia Hyponymy Reduplication 2 Synonymies Reduplication Alliteration Compounding Onomatopoeia Compounding 2 Homophonies Reduplication Elision Homophony Clipping Consonance Reduplication Reduplication Elision Homophony Clipping Consonance Reduplication Clipping Reduplication Clipping 2 Suffixations Homophony Onomatopoeia Homophony Synonymy Onomatopoeia Compounding Synonymy Compounding Reduplication P Botty-crackers farts P P P Breetbokkong P Buttok-thunder farts P  Onomatopoeia  Bumbumbreet Compounding  P P Kangkang Hyponymy Gagga dim prut-prut P P P P P the bottom to bite someone on 8. 9. 10. 11. P Crappa cack-cack P Dim-woof P Stinkfish P Yum-yum on di bum Yum-yum on di tum P P Gaff P P Reduplication P dog 4. 5. 6. 7. P  -  Puppaa Guk-guk  P P Ikkanbusshuk P Gagga dim pattpatt No. LP Process Process LP Reduplication P P eat Keep Sense 3. Munch-munch P Krauk-krauk P nest cage to bite someone on the stomach please thank you poo haddock fish food Ma ranat h a Ch ristian Un iv er sity 64 C. Agreement Between the Dragonese Language and Child Language Features in Both English and Indonesian Versions Data Data English Indonesian Two-word stage Meaning Relation Initial Segmentation Simplification Omitting consonant cluster Simplification Word final devoicing Simplification Substitution of consonant sound into vowel sound Simplification Additional vowel Simplification The change of sound at the end of words s into c Wrong usage of suffix Onomatopoeia Onomatopoeia Reduplication Reduplication Simplification Additional vowel sound at the end of words Reduplication Rhyme usage aliteration Initial Segmentation Onomatopoeia Onomatopoeia Reduplication Initial Segmentation Initial Segmentation Semantically transparent words Simplification The change of s into ʃ 2 Simplifications Phoneme Reduction and Clipping Reduplication A Combination of 2 Simplifications Additional vowel sound at the end of words and assimilative process sound at the end of words Simplification Additional vowel No. Child Language Features CL Child Language Features CL Simplification Syllable Reduction P 1. P Macih P Thankee 2. -  Hrrp P Pishyou Munch-munch 3. P Puppaa P Crappa cack-cack 4. P Guk-guk P Krauk-krauk P Dim-woof 5. P Stinkfish 6. 7. Reduplication Simplification The change of ð into d P Gagga dim pattpatt P Ikkanbusshuk P Yum-yum on di bum Ma ranat h a Ch ristian Un iv er sity 65 Data Data English Indonesian 2 Simplifications Phoneme Reduction and Clipping Reduplication A Combination of 2 Simplifications Additional vowel sound at the end of words and assimilative process Simplification Phoneme Reduction Reduplication Simplification Syllable Reduction Reduplication Wrong usage of suffix Onomatopoeia Initial Segmentation Semantically transparent words Initial Segmentation Onomatopoeia Semantically transparent words Semantically transparent words Child Language Features CL  Gaff Simplification The change of ð into d No. CL Child Language Features P 11. Initial Segmentation P Breetbokkong P Buttok-thunder 9. P Bumbumbreet P Botty-crackers 10. P Kangkang - 8. Yum-yum on di tum P Reduplication Gagga dim prut-prut Ma ranat h a Ch ristian Un iv er sity 1 Maranatha Christian University CHAPTER ONE INTRODUCTION Background of the Study Humans are social beings. In order to survive, we cannot live alone in this world; thus, socializing is a basic need for everyone. In socializing, it is crucial to communicate with one another. One important tool whose primary function is to communicate with each other is language. Crystal 201 “Language is many things – a system of communication, a medium for thought, a vehicle for literary expression, a social institution, a matter for political controversy, a catalyst for nation building” O’Grady 1. The fact that there are so many things that we are able to do and convey through language proves that language really plays an important role in our daily life. There are at least two ways in using language, spoken and written. Spoken language is used to deliver thoughts, feelings and to communicate directly with other people, while by using written language people can convey their feelings in many ways. They can write poetry, songs and also convey their feelings through many other media, such as magazines, newspapers, blogs. They can share knowledge via text books and 2 Maranatha Christian University produce “Translation is a craft consisting in the attempt to replace a written message andor statement in one language by the same message andor statement in another language” Newmark 7. However, Nida, a translation expert especially in Bible translation, ass erted that “there can be no fully exact translations, the total impact of a translation may be reasonably close to the original, but there can be no identity in details. Nida 156 That is why, in translating, a translator has to decide whether to keep the sense or meaning, to keep the form or style, to keep neither or to keep both. In addition to the language function mentioned above, there are several other uses of language where the basic aim has nothing to do with communicating ideas; one of them is being playful. Crystal 201 Since we were young, the awareness of language has been developed with the help of our parents, teachers, and our friends. Since we have not known grammar and other language rules such as punctuations, which words are formal and which ones are informal or slangs, etc., we have been playing with language. This can be seen in children. Since ages 1 and 2 they play with lexicalized noised such as ding ling, pow pow, beep beep. Crystal 4 At the ages 3 and 4 they play with more complex variations, such as adding rhymes like A says “Go up high”, B says “High in the sky” Crystal 5. The ability of using language develops through time. Adults, despite knowing grammar pretty well, love to play with language also. This is done simply for fun Crystal 1 Language play is so common to encounter in everyday life because it is a normal and frequent part of adult and child behavior. Crystal 1 Related to translation, translating language play may be hard, especially for unskilled translators because it requires skills and creativity of the translator. 3 Maranatha Christian University A translator has to choose wisely whether to sacrifice the form, the meaning, or keep them both. What is more, heshe has to maintain the purpose of the text in which the language play is included. The topic of my thesis is analysis of the translation of language play of the Dragonese language from English into Indonesian in Cressida Cowell’s How to Speak Dragonese . I am interested in choosing this topic because besides wanting to know further the linguistic processes of the language play in the book, I also want to know whether the language play in the English version is in accordance with child language or not. Moreover, I also want to know whether the translator maintains the accordance, which is in line with; or discordance, which is not in line with, in the Indonesian version as well. The reason why I choose this novel as my data source is because the Dragonese language in the novel is so unique and funny. I love reading novels, yet I have never found a novelist that creates many words in a self-invented language which is derived from English. Moreover, when I read further, I found that the Dragonese language seems to adapt child language features, which is probably done on purpose by the author to attract children readers, as this novel belongs to the realm of children literature. The facts I found makes me more and more interested in the novel and its highly creative Dragonese language. The topic of my thesis belongs to the fields of language play, translation and child language. I will mainly use Crystal’s and Cook’s theories of language play, Hatim Munday’s theories of translation, O’Grady, Kennedy and Radford’s theories of linguistic processes and Peccei’s theories of child language. 4 Maranatha Christian University This topic I choo se is significant because it can expand the readers’ knowledge about language play including the linguistic processes in creating language play and some child language features. Besides providing some theories from language and translation experts, the readers may learn about how the translator translates the language play. Finally, the readers will understand more about the purpose of using language play and child language in a literary work, especially children literature. From those benefits, this thesis can help both those who want to become translators and those who have become translators in knowing the strategy to translate language play well. Statement of the Problems The problems that I am going to analyze in this thesis are: 1. What are the linguistic processes used in creating the language play in the English and in the translated Indonesian versions of How to Speak Dragonese ? 2. Which one does the translator keep in translating the language play from English into Indonesian; the sense, the form, neither or both? 3. Is the Dragonese language in accordance with child language? Why? 4. Does the translator keep the accordance or discordance of the Dragonese language with child language in the translated version? Purpose of the Study In this thesis, I will discuss: 5 Maranatha Christian University 1. The linguistic processes used in creating the language play in the English and in the translated Indonesian versions of How to Speak Dragonese. 2. The language play aspect which is kept by the translator in translating the language play from English into Indonesian: whether it is the sense, the form, neither or both. 3. Whether the Dragonese language is in accordance with child language or not. 4. Whether the translator keeps the accordance or discordance of the Dragonese language with child language in the translation or not. Method of Research There are five steps I used in writing this thesis. First, I looked for the theories of language play, translation and child language to support my analysis later on. Second, I read the original version of How to Speak Dragonese and looked for the language play in Dragonese. Third, I analyzed the linguistic processes of the language play and translation strategies. Fourth, I looked and compared the language play with the Indonesian version, analyzed the accordance or discordance of the language play with child language features and finally wrote my thesis. Organization of the Thesis This thesis consists of four chapters. Chapter One, the Introduction, contains the Background of the Study, Statement of the Problems, Purpose of the Study, Method of Research and Organization of the Thesis. Chapter Two, the 6 Maranatha Christian University Theoretical Framework, presents the theories of language play, translation, linguistic processes and child language for the analysis. Chapter Three, the Analysis, is the discussion of the language play, including the linguistic processes, the translation and the relation of the language play to child language. Chapter Four, the Conclusion, contains my opinions and comments on my analysis. This thesis is closed with the Bibliography and the Appendix. 48 Maranatha Christian University CHAPTER FOUR CONCLUSION In the previous chapter, I analyzed eleven data containing language plays. Eight of the data also contain language play in the Indonesian version, while three of them, which are Pishyou, Crappa cack-cack and Botty-crackers, do not contain language play in the translated version. They are not language play forms since those expressions in the English Dragonese language are not translated into Indonesian; Hrrp and Bumbumbreet use English words, while Puppaa uses a Ducth word. The function of language play is for having fun and playing with language. As I have explained in Chapter Two, considering that this language play is from children’s literature, while children have not fully mastered their own language, the language play used in the novel should be in the language that children are most familiar with, which is their own mother tongue. It means that the English version should use English language play and the Indonesian version should translate the English language play into language play in Indonesian. Nonetheless, the three translation, Pishyou, Crappa cack-cack and Botty- 49 Maranatha Christian University crackers that I have mentioned above are not translated into Indonesian. That is why I conclude that those three translations which do not use Indonesian do not contain language play, as I have explained before in Chapter 2 and in the beginning of Chapter 3. Furthermore, from the eleven data that I have analyzed, the form of the three data containing language play which I have explained above is not kept in the translated version. It is because the three expressions in the English Dragonese language data contain language play, while in the translated version they do not. The sense of the two data, which are Stinkfish and Gaff, are not kept in the translated version either, due to their different meanings with the English version. Regarding the linguistic features used in creating the language play in both versions, there are nine features used in the English version and seven in the Indonesian version. Compounding, Onomatopoeia, Reduplication, Homophony and Clipping are used both in the English and Indonesian versions, while Suffixation, Hyponymy, Synonymy and Alliteration are only used in the English version. Among all of the linguistic features used, the English version mostly uses the following features: Compounding 5 data, Reduplication 4 data and Synonymy 4 data, while the Indonesian version mostly uses Reduplication 6 data, Clipping 4 data and Onomatopoeia 4 data. In my opinion, the English version uses a lot of Synonymies since English has a lot of words which means the same or have similar meaning, while Indonesian does not have as many synonymies as English do. This fact is backed up by Cooper, who stated that “With the abundant contributions of its many source languages, English has a lexicon of everyday words that is categorically 50 Maranatha Christian University larger than that of other major world languages” Cooper. It is a common experience among international speakers to be overwhelmed by the amount of available vocabulary, and especially by the huge number of synonyms to choose from Cooper. This often becomes a problem in translating English into Indonesian, because English has a lot of words with slightly different details whereas Indonesian has fewer words to translate them into. Some examples are English words like bottom, butt, buttock, arse slang, bum informal, backside, and behind which are translated into only either pantat or bokong in Indonesian. As we can see from the example, English can have seven synonymous words, while Indonesian only has two equivalents for all of those. Even though not every English word has fewer equivalents in Indonesian, based on the theory and examples, I conclude that English has a lot more synonymies compared to Indonesian. Regarding the use of many compound words, I think it relates to a lot of compound words in English, such as bathroom, hotplate, bellboy, eyeball, willpower etcetera. Furthermore, in my opinion, the Indonesian version has more data containing reduplication feature because Indonesian uses a lot more of reduplicated words compared to English. In Indonesian, nouns will be repeated twice using a hyphen to make it plural, such as buku becoming buku-buku, ide becoming ide-ide and so on. Besides plural form, Indonesian also has some words which use reduplication although they are not in plural form, such as kupu-kupu and ubur-ubur. 51 Maranatha Christian University Regarding the use of quite a lot of clipped words, Indonesian has quite a lot of clipped words. They are usually used in address terms, to make names of people or places shorter in informal use. Some examples are pak for bapak, bu for ibu , Indo for Indonesia and so on. In relation with child language features, there are nine child language features which are used in the English version, with the initial segmentation 5 data, various forms of simplification 8 data and reduplication 4 data being the top three frequent processes used. The Indonesian version only uses five kinds of child language features, with twelve various simplifications, four onomatopoeias and six reduplications being the top three frequently used processes. Both the English and Indonesian versions use onomatopoeia, reduplication, initial segmentation, invention of semantically transparent words, and various simplification processes syllable reduction, additional vowel sound at the end of words and the changing of difficult consonant sounds into easier ones. The simplification processes which are only used in the English version are the omitting of consonant cluster, word final devoicing and the substitution of consonant sound into vowel sound. However, combination of assimilative process and additional vowel sound at the end of words, and phoneme reduction are only used in the Indonesia version. Moreover, the English version also uses some features which are not found in the Indonesian version, such as two-word stage, meaning relation, wrong use of suffix and rhyme usage. One of the data containing language play in the English version, which is Gaff , and another one in the Indonesian version, which is Hrrp, do not conform to 52 Maranatha Christian University child language features. However, overall, most of the data conform to child language features as have been described in detail above. Analyzing language play is not as easy as it seems. First of all, we have to pay attention to the data selection, because not all kinds of language play are suitable to be analyzed in the final thesis. Moreover, if the data analysis are not enough to reach the word count quota, choose data that can be elaborated using other disciplines’ theories, such as psychology or child language development like the one that I use here. Lastly, find the right theory for every aspect of data that will be used. In analyzing words containing language play, every syllable matters and has to be identified, therefore, a wide range of theories are necessary to find the suitable ones. 53 Maranatha Christian University BIBLIOGRAPHY Primary Text: Cowell, Cressida. How to Train Your Dragon: How to Speak Dragonese. Book 3. New York: Little, Brown and Company, 2005. Print. ---, trans. How to Speak Dragonese: Bagaimana Caranya Bicara Bahasa Naga. Bandung: Little K, 2006. Print. References: Adriansyah. “Kentut Bermasalah”. Cerita Lucu. Web. 4 March 2012. 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