Some of the data were collected through participant observation. Dey 1993: 38 argued that
“the researcher meanwhile becomes a participant in his or her own research project, for their own interpretations and actions become a legitimate
object of subsequent analysis. Information on the researcher’s own behavior and thinking, in the form of field notes, memos, diary or whatever, can become a vital
source of data for the analysis”. First, data displays were analyzed by SFL of Halliday’s model to find out
the topical theme of the ST and the TT. Second, if the data consisted of some specific culture bound terms which are difficult to translate in the process of
transferring the ST into the TT, the researcher adapted the translation procedures of Newmark’s model. Third, the data displays were analyzed by using Brown and
Levinson’s theory of politeness to evaluate the polite linguistic and culture relevant to the third research question of this study. Finally, contrastive analysis
was applied to describe the differences and similarities of ST and TT politeness.
3.5.1 Research procedure
In the qualitative research, data collection of rebu texts in Karonese society, data obtained through the texts, and notes of the
reseacher’s experience while practicing rebu with his turangku
wife’s brother’s wife and mami wife’s mother were analyzed by translation theories. The practice of rebu was also
analyzed between bengkila and permain, turangku and turangku, mami and kela. Venuti’s notion of foreignizing and domesticating methods was adapted by
Sun 2011: 161, who
proposed the priority of selecting cultural norms of the ST or TT, or perhaps a combination of the two. Correspondingly, foreignizing
methods and domesticating methods are put forward. The choice of foreignizing method will result in an SL culture-oriented translation while the choice of
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domesticating method will result in a TL culture-oriented translation. Sun 2011: 161 adds, therefore, in actual translating, that the translator aims to preserve the
linguistic and cultural differences of the foreign text and a maximum number of source-language culture structures and words are usually borrowed and introduced
into the TL culture.
3.5.2 Analyzing theme
Halliday, 1994 : 179 divides the clause in English by Systemic Functional Linguistic SFL theory into three metafunctions
– ideational, interpersonal and textual. The researcher chose the ideational theme as the centre of analysis in
clauses of the texts. Eggins, 2004 : 320 proposes in its role of organizing the message, the textual metafunction is in a sense of parasite upon both the
ideational and the interpersonal strands of meaning. Textual choices alone can not create the texts. While both ideational and interpersonal meanings are essential to
the creation of text, they are not in themselves sufficient. Bell 1991:151-152 describes thematization as consisting of marked and
unmarked themes. Unmarked themes are at the initial of a clause as subject in an active declarative clause, auxiliary in a closed interrogative, wh-element in open
interrogative and predicator in an imperative. Marked theme are at the initial of a clause as a predicated theme, proposed theme and cleft. The researcher did not
discuss textual and interpersonal themes in this study; instead he focused only on the topical theme.
The textual theme is the order of any combination of 1 continuative, 2 structural and 3 conjunctive Halliday 2004: 81. Halliday adds the words yes,
no, well, oh, no at the initial of a clause show a continuative an they are as textual
themes. The structural theme consists of 1 conjunctions eg. coordinators, such
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as and, but, so, neither, or, then, etc or subordinators, such as because, if,
although, while, since, unless, etc, and 2 relatives, such as, the definite, e.g.
which, who, whose, when, where or indefinite e.g. whatever, whichever, whoever, however, wherever.
For a conjunctive adjunct there is a range of expressions which signal 1
apposition, correction, dismissal, e.g. for instance, at least, leaving that aside; 2 additive, adversative, variative relations, e.g. in addition, on the other hand,
alternatively; 3, comparative, conditional, concessive, temporal, causal, e.g. in the same way, in that case, nevertheless, later on, as a result.
3.5.3 Readership of the translation
