An Analysis Of English Translated Collocations Of Dan Brown’s Novel “The Lost Symbol” In Bahasa Indonesia

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AN ANALYSIS OF ENGLISH TRANSLATED COLLOCATIONS OF DAN

BROWN’S NOVEL “THE LOST SYMBOL” IN BAHASA INDONESIA

A THESIS

JUWITA WULANDARI REG. NO. 080705028

DEPARTEMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA

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LIST OF ABBREVIATIONS

Adj adjective

Adv adverb

N noun

P preposition

Ph phrase

P.ph prepositional phrase

SL source language

TL target language

To-inf to infinitive

V verb

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LIST OF TABLES

Table 2.1 Types of Grammatical Collocation by Benson et al Table 2.2 Types of Lexical Collocation by Benson et al

Table 4.1 Total Percentage of All Types of English Collocations Table 4.2 Total Percentage of All Types of Indonesian Collocations

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ABSTRAK

Skripsi ini berjudul An Analysis of English Translated Collocations of Dan

Brown’s Novel “The Lost Symbol” in Bahasa Indonesia. Skripsi ini menganalisis arti dan jenis kolokasi pada novel “The Lost Symbol” serta mengetahui apakah kolokasi terjemahan merupakan kolokasi juga dalam Bahasa Indonesia. Analisis ini menggunakan teori Benson et al yang membagi kolokasi ke dalam dua jenis yaitu Grammatical Collocations dan Lexical Collocations. Metode penelitian yang digunakan adalah metode deskriptif kualitatif. Dari analisis yang telah dilakukan, ditemukan 111 kolokasi. Kolokasi Bahasa inggris yang paling dominan terjadi pada kolokasi jenis Lexical Collocations type L3 sebanyak 49 dengan persentase 44.14% hasil lainnya yaitu: L1 sebanyak 12 dengan persentase 10.18%, L4 sebanyak 5 dengan persentase 4.50%, L5 sebanyak 3 dengan persentase 2.70%, L6 sebanyak 7 dengan persentase 6.30%, L7 sebanyak 12 dengan persentase 10.81%, G2 sebanyak 3 dengan persentase 2.70%, G4 sebanyak 4 dengan persentase 3.60%, G5 sebanyak 3 dengan persentase 2.70%, G6 sebanyak 7 dengan persentase 6.30%, G8 sebanyak 6 dengan persentase 5.40%. selain itu juga ditemukan bahwa dari jumlah 111 kolokasi yang ada, 53 (47.75%.) kolokasi dalam bahasa Inggris juga merupakan kolokasi dalam bahasa Indonesia.

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ABSTRAK

Skripsi ini berjudul An Analysis of English Translated Collocations of Dan

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CHAPTER I INTRODUCTION

1.1 Background of the Study

Language plays an important role in spreading information and communication with others. Since we were born with differences, we found it is also different in language we used to communicate. Language may be different because of some characteristics, for example the location of a nation, culture, people and the condition of nature.

Particularly we use language to express ideas, feelings, and opinions, to exchange information, to do business, to absorb and develop science, to transfer technology as well as to keep in touch with other. The differences of language bring us to the need of how to transfer the language from one to another. However, translation is very important to transfer the idea from all over the world. In the case of translating, we need a translator, someone who has a comprehensive knowledge of both the source language and the target language. In this case, source language is a language that is to be translated into another language and the target language is the language into which a text written in another language is to be translated.

Typically, translation has been used to transfer written or spoken source language texts to equivalent written or spoken target language texts. Generally, the purpose of translation is to reproduce various kinds of texts including religious, literary, scientific, and philosophical texts in another language and thus making them available to wider readers. If language has the same general or universal concepts, it would be easy to translate from source language to target language. In this regard, Culler (1976) as cited by Baker (1992:10) believes that languages are not

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nomenclatures and the concepts of one language may differ radically from those of another, since each language articulates or organizes the world differently, and languages do not simply name categories; they articulate their own. The conclusion likely to be drawn from what Culler writes is that one of the problems of translation is the disparity among languages. The bigger the gap between the source language and the target language, the more difficult it is to transfer the message from one to another. The difference between source language and target language, and the variation in their cultures make the process of translation become a real challenge.

Problems may come while translating a text, for example the problem of non-native speakers in translating a text. Usually with the use of English vocabulary and the use of combination of words. This is an aspect of language called collocation. The non-native translator may find it difficult to translate a collocation since collocation usually cannot be translated into the languages word by word. Furthermore, there are no collocation rules that can be learnt. The native speaker intuitively makes the correct collocation based on a lifetime’s experience of hearing and reading the words in a set of combinations in their own language. But it difficult for non native speakers to translate a collocation since they have a limited experience and may be frequently collocate words in a way that sounds odd or inappropriate to the native speaker’s hearings.

There is much interest in collocation partly because this is an area that has been neglected in structural linguistic traditions that follow Saussure and Chomsky. However, a tradition in British linguistics, associated with the names of Firth, Halliday, and Sinclair that pay close attention to the phenomena like collocation.

Linguistically, collocation is defined as a combination of words in a language that happens very often, and more frequently than would happen by chance. In other

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words, a collocation is an expression consisting of two or more words that correspond to some conventional way of saying things. Based on Sinclair (1999:170), collocation is the occurrence of two or more words within a short space of each other in a text, the usual measure of proximity is a maximum of four words intervening. Collocations can be dramatic and interesting because unexpected, or they can be important in the lexical structure of the language because of being frequently repeated. While Manning and Schütze (1999:141) characterized collocation by its limited compositionally. “We call a natural language expression compositional if the meaning of the expression can be predicted from the meaning of the parts. Collocations are not fully compositional in that there is usually an element of meaning added to the combination.”

The analysis of this thesis is focused in collocations. Benson (1997) as cited by Martyńska (2004-3) divided collocations into two. Those are lexical collocations and grammatical collocations. Moreover, Benson explained that lexical collocations has seven types, they are L1, L2, L3, L4, L5, L6, and L7. While grammatical collocations has eight types, they are G1, G2, G3, G4, G5, G6, G7, and G8.

The source of the data in this thesis is a novel entitled “The Lost Symbol” both in English as a source language (SL) and in Indonesian as a target language (TL). The collocations found in the English novel (SL) will be analyzed and the translated collocations in Indonesian novel (TL) will also to be analyzed to find whether the English collocation is also a collocation in the target language or not.

An example of English collocation and the translated collocation that also a collocation in Bahasa Indonesia (TL) from the data:

Shaved head Kepala plontos

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The novel “The Lost Symbol” is written by Dan Brown a well known American writer and #1 bestselling novels, including The Da Vinci Code, which has become one of the best selling novels of all time. His novels are published in 52 languages around the world with 200 million copies in print and in 2005 Brown also named one of the 100 Most Influential People in the World by TIME Magazine.

The novel itself is about a Harvard symbologist, Robert Langdon whose mentor, Peter Solomon--a prominent Mason and philanthropist--is brutally kidnapped, Langdon realizes his only hope of saving Peter is to accept the mystical invitation he received from someone and follow wherever it leads him. Langdon is instantly plunged into a clandestine world of Masonic secrets, hidden history, and never-before-seen locations--all of which seem to be dragging him toward a single, inconceivable truth until he found peter and the secret reveal.

The explanation above becomes the main interest to find out more on what kinds of collocation found in the novel written by an American author. The novel entitled The Lost Symbol written by Dan Brown is chosen to be the source of data in this research since the novel is a best seller all over the world and has been published in Indonesia since 2010 both in English and the translation in Indonesian. This novel is a new novel but it already has a good respond from the readers.

1.2 Problems of the Study

The problem of the study can be shown in the following questions: (1) How are English collocations in the novel translated into Indonesian? (2) What is the most dominant collocation found in the novel?

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1.3 Objectives of the Study

The objectives of the study are to find the meaning of the English collocations and classify the English collocations found in the novel. Therefore, based on the statement of problem above, the objective of the study can be shown in the following sentences:

(1) To show the Indonesian meaning of English collocations in the novel. (2) To find the dominant collocations in the novel

(3) To identify and analyze whether the English collocations also translated as a collocation in the target language.

1.4 Scope of the Study

Based on the background above, the scope of analysis of this thesis is focused on the collocations in the novel “The Lost Symbol” by Dan Brown to analyze and identify how English collocations translated into Indonesian and the kinds of collocation found in the novel.

1.5 Significances of the Study

Based on the problems of the study and the objectives of the study, the significance of the study will be:

(1) The result of the study can be used as an additional knowledge to improve the vocabulary of collocations for Indonesian learners majoring in English. (2) This study is also useful for those who are studying translation. For the

translator this study can be used to improve the quality of translation.

(3) The result of this study is expected to be a reference in translating collocation from English to Indonesian.

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1.6 Review of Related Literature

There are some theses that are reviewed in order to support this analysis. Nasution (2003) in her thesis, An Analysis of Collocations in Listening Comprehension Section of the TOEFL Test. The thesis discusses about the identification of collocation found in the listening comprehension section of the TOEFL test from the 9th edition of Baron’s How to Prepare for TOEFL pages 361-366 published by CV. Binarupa Aksara, Jakarta.

In this thesis, the writer uses Hill’s theory (2002-18) to identify the collocations, corpus frequency, joint frequency, and the significance of each pairs, and also to determine the kinds of collocations of each data. Then the writer finally gets the result that there are 25 collocational pairs found in the LCS of the TOEFL Test from the 9th edition of Baron’s How to Prepare for TOEFL pages 361- 366. These collocations are categorized into adjective+ noun (10 pairs), adverb+ adjective (1 pair), verb+ objective/compliment (10 pairs), noun+ preposition+ noun (3 pairs), and adjective+ preposition+ noun (1 pairs).

Asih (2009) in her thesisThe Analysis on Indonesian Translated Collocations of J.K Rowling’s Novel, “Harry Potter and the Goblet of Fire”. This thesis discusses about the strategy used to translate the collocations found in the novel “Harry Potter and the Goblet of Fire” by J.K Rowling published by Bloomsburry in 2000 and the translated novel in Indonesian published by PT Gramedia Pustaka Utama, Jakarta in 2001. In this thesis the writer uses Baker’s theory (1992:72-76) to describe the forms and the meanings of English collocations, to identify and classify the strategies used to translate the collocations and to suggest the strategies used to translate the collocations found in the novel.

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The writer finally gets the result that the use of strategy by using paraphrase is 43 cases or 45.7%, translating by using similar meaning is 28 cases or 29.7%, and translating by using changing meaning is 23 or 24.4%.

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CHAPTER II

THEORITICAL FRAMEWORK

A study is said to be valid when it is supported by literature. In this chapter, the writer quotes and explains some sources which are connected with the topic of the study. This chapter consists of three parts. The first part concerns with the definitions of translation, the second part discusses about the collocation and the third part discusses about shifts.

2.1 Translation

2.1.1 Definition of Translation

Brislin (1976:1) gives the definition of translation as a general term referring to the transfer of thoughts and ideas from one language to another, whether the language is in written or oral form, whether the language have established orthographies or not, or whether one or both language is based on signs, as with signs of the deaf. From the Brislin definition of translation, it can be said that doing translation is not only transferring language in text but also in oral, Orthographies, signs, or even signs of the deaf.

Actually, there are many definitions about translation. Reviewing from the definitions about translation, then, Wilss (1982) in Suryawinata and Lariyanto (2003:25) states that translation is a transfer process which aims at the transformation of a written source language text (SLT) into an optimally equivalent target language text (TLT), and which requires the syntactic, the semantic, the pragmatic understanding and analytical processing of the source text. Syntactic understanding is related to style and meaning. Understanding of semantics is meaning related activity.

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Finally, pragmatic understanding is related to the message or implication of a sentence. This definition does not states what is transferred. Rather, it states the requirement of the process.

Catford (1965) as cited by Muchtar (2011: 9) defined translation as the replacement of text material in language (source language) by equivalence textual material in another language (target language). If Catford emphasizes in the substitution of material then Pinchuck (1977) as cited by Muchtar (2011-9) defined translation as a process of finding TL equivalence for an SL, utterance.

Bell (1991:5) said that translation is the expression in another language (or target language) of what has been expressed in another, source language, preserving semantic and stylistic equivalence.

Translation has been defined by many theorists. Each definition shows how each theorist perceives language and translation. Bell (1991:13) said that there are three distinguishable meanings for translation. It can refer to:

1) Translating: the process (to translate; the activity rather than the tangible object);

2) A translation: the product of the process of translating (i.e. the translated text);

3) Translation: the abstract concept which encompasses both the process of translating and the product of that process.

From the definition above, it can be concluded that translation is not only about the replacement of word-by-word from one language to another but also it can be very specific and complicated. In order to make a good translation, we have to know the strategies suggested by the theorists.

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2.1.2 Process of Translation

Bathgate (1981) as cited by Widyamartaya (1989:40-41), suggested seven steps in processing translation. Those are:

(1) Tuning. By this, we mean getting the feel of the text to be translated. Depending on their field of work, translators need to be able to produce the language of a poet or novelist, lawyer or economist, research physicist or factory manager, advertising copywriter or biblical prophet. Each ‘register’, as it is often called, demands a different mental approach, a different choice of words or turn of phrase. If the text is difficult or of the type which is not so familiar to the translator, he may want to read some background literature or consult the author (if available) or some other adviser.

(2) Analysis. Once the translator has attuned his mind to the framework of the text to be translated, he will take each sentence in turn and split it up into translatable units-words or phrases. He will also establish the syntactic relation between the various elements of the sentence. At some points in this phrase (or the understanding or terminology phrase), it may be necessary to establish relation between elements in larger portions of the text, in the interest of consistency.

(3) Understanding. After having split up the sentence to be translated into each element, the translator will generally put it together, again in a form which can be understand or respond to emotionally. The extend to which he can do this will depend on his basic knowledge of the subject matter. There has been a great deal of discussion about the extend to which a translator should be able to understand the texts he translates-about how much attention he should

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pay to the ‘content’ as opposed to ‘form’; it seems obvious that due attention to both form and contents his essential.

(4) Terminology. The next step is to consider the key words and phrases in the sentence to make sure that apart from understanding them and feeling what they imply, one has a translation for them which is in line with standardized usage and is neither misleading, ridiculous nor offensive for the target language reader. Both in this phase and in the preceding (understanding) phase, discussion with the author or some other adviser is often advisable as the base way to help the translator solve some of his problems.

(5) Restructuring. When all the bricks needed for the edifice of the target language text have been gathered or made, the translator will fit them together in a form which is In accordance with good usage in the target language. This is the phase where ‘form’, as opposed to ‘content’, comes into its own.

(6) Checking. The translator will doubtless check is draft translation for typing errors and passages where a second perusal suggest a more elegant or more correct, translation. In addition, it is quiet common for someone other than the translator to read trough the finished translation and make or suggest changes. In the case of specialized texts, this is often the source language author or someone else with a better commend of the subject matter than the translator. In any case, it is important that the translator should be consulted at this stage. It still happens too often that the corrector, while improving the content of the target language text, introduces blemishes in the form which are then published under the translator’s name.

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(7) Discussion. For this reason, a good way to end to translation process is often with a discussion between the translator and the expert on the subject matter. Meanwhile, Robinson (2003: 91) divided the process of translation into three. Those are:

1. Translate:act; jump into the text feet first; translate intuitively.

2. Edit: think about what you've done; test your intuitive responses against everything you know; but edit intuitively too, allowing an intuitive first translation to challenge (even successfully) a well-reasoned principle that you believe in deeply; let yourself feel the tension between intuitive certainty and cognitive doubt, and don't automatically choose one over the other; use the act—response—adjustment cycle rather than rigid rules.

3. Sublimate:internalize what you've learned through this give-and-take process for later use; make it second nature; make it part of your intuitive repertoire; but sublimate it flexibly, as a directionality that can be redirected in conflictual circumstances; never, however, let subliminal patterns bind your flexibility; always be ready if needed "to doubt, argue, contradict, disbelieve, counter, challenge, question, vacillate, and even act hypocritically (be willing to break jour own rules).

2.1.3 Types of Translation

Jakobson (1959) as cited by Bassnett (2002:23) distinguishes three types of translation:

1) Intralingual translation or rewording(an interpretation of verbal signs by means of other signs in the same language).

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2) Interlingual translation or translation proper (an interpretation of verbal signs by means of some other language).

3) Intersemiotic translation or transmutation (an interpretation of verbal signs by means of signs of nonverbal sign systems).

Brislin (1976:3-4) states that according to the purpose, translation can be divided into four types:

a) Pragmatic translation. Pragmatic translation is the translation of a message with an interest in accuracy of the information meant to be communicated in the target language form. Belonging to such translation is the translation of technical information, such as repairing instructions. b) Aesthetic-poetic translation. Aesthetic-poetic translation is the one that

does not only focus on the information, but also the emotion, feeling, beauty involved in the original writing.

c) Ethnographic translation. Ethnographic translation is the one that explicates the cultural context of the source and second language versions.

d) Linguistic translation. Linguistic translation is the one that is concerned with equivalent meanings of the constituent morphemes of the second language and with grammatical form.

2.2 Collocation

2.2.1 Definition of Collocation

Define the definition of collocation from Wikipedia; there are two basic meaning of collocation. Those are:

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1. In corpus linguistics, collocation defines a sequence of words or terms that co-occur more often than would be expected by chance.

2. In phraseology, collocation is a sub-type of phraseme. An example of a phraseological collocation (from Michael Halliday)is the expressionstrong tea. While the same meaning could be conveyed by the roughly equivalent *powerful tea, this expression is considered incorrect by English speakers. Conversely, the corresponding expression forcomputer,powerful computersis preferred over *strong computers. Phraseological collocations should not be confused with idioms although both are similar in that there is a degree of meaning present in the collocation or idiom that is not entirely compositional. With idioms, the meaning is completely non-compositional whereas collocations are mostly compositional.

According to the Oxford Advanced Learner’s Dictionary (2003: 247), collocation is: (1) a combination of words in a language that happens very often and more frequently than would happen by chance. (2) The fact of two or more words often being used together, in a way that happens more frequently than would happen by chance. On the study page B3 of Oxford Advanced Learner’s Dictionary, collocation is defined as the way in which particular words tend to occur or belong together. For example:

Meals will be served outside on the terrace,weather permitting. But notMeals will be served outside on the terrace,weather allowing.

Both these sentences seem to mean the same thing (‘they’ll bring us our meals outside if the weather is good enough.’): allow and permit have very similar meanings. But in this combination only permitting is correct. It COLLOCATES withweatherandallowingdoes not.

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Based on Firth as cited by Leon (2007:3), says

Meaning by collocation is an abstraction at the syntagmatic level and is not directly concerned with the conceptual or idea approach to the meaning of words. One of the meanings of night is its collocability with dark, and of dark, of course, collocation with night (Firth [1951] 1957:196).

2.2.2 The Importance of Collocation

According to Manning (1999:142) collocations are important for a number of applications:

1) Natural language generation (to make sure that the output sounds natural and mistakes like powerful tea or to take a decision are avoided)

2) Computational lexicography (to automatically identify the important collocations to be listed in a dictionary entry)

3) Parsing (so that preference can be given to parses with natural collocations) 4) Corpus linguistic research (for instance, the study of social phenomena like the reinforcement of cultural stereotypes through language (Stubbs 1996)).

2.2.3 Kinds of Collocation

Hill (2002) as cited by Nasution (2003:15-17) states that collocation is divided into four kinds, they are:

1. Unique collocations.

It is useful to think of collocation on a cline from probably unique/fixed/strong to flexible/weak. Gwyneth (1998:99) pointed out the uniqueness in their corpus of foot used as a verb in the collocation foot the bill. We cannot imagine footing the invoice, or footing the coffee. Similarly, weshrug our shoulder, but no other part of our anatomy.

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2. Strong collocations.

A large number of collocations, although not unique, are strong or very strong. Predictably, we may talk of trenchant criticism or rancid butter, but this does not mean that other things cannot be trenchant or rancid. We often haveulterior motives orharbor grudgeswhile being reduced to tears or even moved to tears. Such strong collocations are not unique, but it is clear that any knowledge of the words trenchant, rancid, motive, grudge, or tears would be incomplete without some idea of their strong collocates. There words are classified as strong collocations.

3. Weak collocations.

All elementary students create combinations of words which are on the verge of the area we define as collocations i.e. those words which co-occur with a greater than random frequency. Many things can be long or short, cheap or expensive, good or bad. Colours are a good example. Early on, students learn the primary colour. They are able to make combinations such as blue shirt, red car etc. they know that they can apply the colours in English in a similar way to their own language.

4. Medium strength collocations.

The main load for all language users is not at the strong or weak ends of the collocational spectrum, but in the middle- those many thousands of collocations, which make up the greater part of what we say and write. Most intermediate students will know the words hold and conversation, but may not know that you can hold a conversation. They know the words make and mistake, but have not stored make a mistake in their mental lexicons as a single item.

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Benson et al (1985) as cited by Martyńska (2004:3) divides kinds of collocation into two categories: lexical collocations and grammatical collocations. Grammatical collocations consist of the main word (a noun, an adjective, a verb) plus a preposition or ‘to+ infinitive’ or ‘that- clause’ and is characterized by eight basic types of collocations.

G1= noun+ preposition e.g. blockade against, apathy towards

G2= noun+to-infinitive e.g. he was a fool to do it. They felt a need to do it

G3= noun+that-clause e.g. we reached an agreement that she would represent us in court. He took an oath that he would do his duty

G4= preposition+ noun e.g. by accident, in agony

G5= adjective+ preposition e.g. fond of children, hungry for news

G6= adjective+ to-infinitive e.g. it was necessary to work, it’snice to be here

G7= adjective+ that-clause e.g. she was afraid that she would fail, it was imperative that I be there

G8= 19 different verb patterns in English e.g. verb+ to-infinitive (they began to speak), verb+ bare infinitive (we must work) and other.

Table 2.1: Types of Grammatical Collocation by Benson et al (1985) as cited by

Martyńska (2004:3)

Type Pattern Example

G1 Noun+ preposition Blockade against G2 Noun+ to-infinitive A fool to do G3 Noun+ that-clause An agreement that

G4 Preposition+ noun By accident

G5 Adjective+ preposition Hungry of news G6 Adjective+ to-infinitive Nice to be G7 Adjective+ that-clause Afraid that G8 19 different verb pattern Began to speak

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Lexical collocations do not contain prepositions, infinitives, or relative clauses but consist of nouns, adjectives, verbs, and adverbs. There are 7 types of them.

L1= verb (which means creation/action) + noun/pronoun/prepositional phrase e.g. come to an agreement, launch a missile

L2= verb (which means eradication/cancellation) + noun e.g. reject an appeal, crush resistance

L3= [adjective+ noun] or [noun used in an attributive way+ noun] e.g. strong tea, a crushing defeat, house arrest, land reform

L4= noun+ verb naming the activity which is performed by a designate of this noun e.g. bombs explode, bees sting

L5= quantifier+ noun e.g. a swarm of bees, a piece of advice L6= adverb+ adjective e.g. hopelessly addicted, sound sleep L7= verb+ adverb e.g. argue heatedly, apologize humbly.

Table 2.2: Types of Lexical Collocation by Benson et al (1985) as cited by

Martyńska (2004:3)

Type Pattern Example

L1 Verb+ noun/ pronoun/ prepositional phrase

Set a record

L2 Verb+ noun Dispel fear

L3 [Adjective +noun] or [noun+ noun]

Strong tea

L4 Noun+ verb Bombs explode

L5 Quantifier+ noun A pack of dogs

L6 Adverb+ adjective Closely acquainted

L7 Verb+ adverb Appreciate sincerely

While talking about Indonesian collocation, then Kridalaksana (1982) as cited by Arifin et al (2008-26) said that,

asosiasian suatu kata dengan kata lain akan terjadi apabila kata tertentu memberikan makna tertentu pula terhadap kata lain yang disandingnya,

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dengan demikian, kita akan menjumpai persandingan antara nomina dan nomina, nomina dan adjectiva, nomina dan verba, nomina dan numeralia. Kridalaksana wants to emphasize that the association of a word will be happened if the word gives the certain meaning to the other words where they collocate. Based on what has been stated above, there are four kinds of collocation suggested by Kridalaksana, they are: noun+ noun, noun+ adjective, noun+ verb, noun+ numeral.

Generally, collocation in Indonesian is classified into two. The first one is Kolokasi Kelompok I and the second is Kolokasi Kelompok II. Kolokasi Kelompok I has the pattern of noun+ adjective and it is divided into twelve types, they are:

1. Collocation type I A. Formed by noun which is semantic, human, concrete, and countable. While the adjective is semantic, character, and behavior.

Example:anak cerdas orang sabar

N Adj N Adj

2. Collocation type I B. Formed by noun which is semantic, human, non-concrete, countable, non- alive and time. While the adjective is semantic and situation.

Example:iklan penting malam aman

N Adj N Adj

3. Collocation type I C. Formed by noun which is semantic, human, non-concrete, countable, alive, and grouped. While the adjective is semantic, and situation.

Example:tanah subur Negara makmur

N Adj N Adj

4. Collocation type I D. Formed by noun which is semantic, non- human, concrete, countable, non- alive, part of body. While the adjective is semantic and situation.

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Example:wajah bulat hati lembut

N Adj N Adj

5. Collocation type I E. Formed by noun which is semantic, human, non-concrete, uncountable, and non-alive. While the adjective is semantic and quality.

Example:nasib buruk cerita pendek

N Adj N Adj

6. Collocation type I F. Formed by noun which is semantic, human, concrete, and countable. While the adjective is semantic and situation.

Example:bapak gagah pemuda tampan

N Adj N Adj

7. Collocation type I G. Formed by noun which is semantic, human, concrete, and countable. While the adjective is semantic and age.

Example:janda muda orang tua

N Adj N Adj

8. Collocation type I H. Formed by noun which is semantic, non- human, concrete, and countable. While the adjective is semantic and colour.

Example:angsa putih kotak hijau

N Adj N Adj

9. Collocation type I I. Formed by noun which is semantic, non- human, concrete, countable, and non- alive. While the adjective is semantic and size. Example:barang berat bangku panjang

N Adj N Adj

10. Collocation type I J. Formed by noun which is semantic, non- human, concrete, countable, and non- alive. While the adjective is semantic and situation.

Example:bibir sumbing jari lentik

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11. Collocation type I K. Formed by noun which is semantic, human, non-concrete, uncountable, and alive. While the adjective is semantic and situation.

Example:awan mendung cahaya redup

N Adj N Adj

12. Collocation type I L. Formed by noun which is semantic, non- human, concrete, countable, and non- alive. While the adjective is semantic and environment.

Example:pintu baru laut luas

N Adj N Adj

Kolokasi Kelompok II formed by adjective+ noun. Basically this type of collocation is the opposite of Kolokasi Kelompok I.

Example:kuning langsat merah darah

Adj N Adj N

2.2.4 Strategies in Translating Collocation

Baker (1992: 72-76) suggest three strategies in translating collocation. They are:

1) Translation by Using a Collocation of Similar Meaning.

This strategy is used when the translators need no changes in translating the source language collocation into the target language collocation, and the translation can find the equivalence. The translation is also acceptable and natural. For example, old lady can be translated into Indonesian without any change as perempuan tua. However, Indonesian collocationperempuan tuais acceptable and natural for its speakers.

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2) Translation by Changing Meaning.

Mostly, translators used this strategy when they have to find the naturalness and accuracy. Therefore, they change the meaning of a certain word with its synonym or near synonym. For example, English collocation

run a car cannot be translated into Indonesian as mengendarai sebuah mobil

since it is not equivalent of the source language collocation. Meanwhile, the collocation means to own, use, and be able to maintain a car financially. Therefore, the translators need a change to find the equivalence, and get the natural and accurate translation.

3) Translation by Paraphrasing

Usually, this strategy is used when the translator cannot find the equivalences in translating the source language collocation into the target language although she/he has made some changes. This strategy is used when the source language collocation can only be expressed in another way (paraphrasing).

2.3 Shifts

Catford (1965) in Venuti (2000:141) as cited by Simanjuntak (2011: 13) states that shifts are departures from formal correspondence in the process of going from SL to the TL. He also states that shifts divided into two major types, those are; level shift and category shift.

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2.3.1 Kind of Shifts

1. Level Shifts

As Catford (1965) in Venuti (2000:141) as cited by Simanjuntak (2011: 13) states “Level shifts. By a shift of level we men that a SL item at one linguistics level has a TL translation equivalent at a different level”. It means that a grammatical unit in English, such as noun, affixes, etc, has a lexical unit in Bahasa Indonesia (Machali 1998:14). The following are the examples of level shifts:

1. (a)EvenMary does not want to buy those there things. (b)Marypuntidak mau membeli ketiga benda tersebut.

2. (a) Bonihassold his motorcycle, because he needs some money. (b)Bonisudahmenjual sepeda motornya, karena dia butuh uang.

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), it can be seen that in English if ‘have’ comes together with past participle of ‘sell’. The form ‘have+ past participle’ in English is translated into ‘sudah’, a lexis in Bahasa Indonesia.

2. Category Shifts

The second type of shifts 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 refer to those special cases where equivalence is limited to ranks below the sentence.

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2.1 Structure Shift

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.

Example:

The form of the noun phrase of SL is Modifier- head, while the form of the noun phrase of TL is Head- modifier.

New car mobil baru

Adj N N Adj

2.2 Class Shift

Class shift is about when the translation equivalent of a SL item is a component of a different class in TL.

Example:

Medical student mahasiswa kedokteran

Adj N N N

2.3 Unit Shift

Unit shift is about a change of rank in which the translation equivalent of a unit at one rank in the SL is a unit at a different rank in TL.

Example:

The lord tuhan

P W

2.3.1 Word Shift

Word shift is a part of unit shift, it is about the changes from word in the SL into another ranks in TL.

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Example:

Stranger orang asing

Adj P

2.4 Intra System Shift

Intra system shift is the last shifts; intra system shift is about the shift which occurs along with the names of the types of shift affecting the other fundamental categories of grammar unit, structure and class.

Example:

A pair of shoes sepasang sepatu

N (plural) N (singular)

2.3.2 Units of Ranks in English

Morley (2000) in Simanjuntak (2011: 16) identifies five grammatical units representing ranks in English: sentence, clause, group (or phrase), word, and morpheme.

1. Sentence

Sentence is a set of words expressing a statement a question, or an order, usually containing a subject and a verb. (Oxford Advance Learner’s Dictionary, 2000:1212)

2. Clause

Clause is a group of related words that contains a subject and a verb and is used as part of a sentence. There are tow kinds of clauses: independent clause and dependent clause. (Foresman, 1997: 160)

Example:

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(b) You have not yet said good bye or bought your ticket. (independent clause)

(c) Because Josephine and Haile whispered and giggled during the lecture, Mr. McKenzie gave them extra homework. (dependent clause)

3. Group (phrase)

Group (phrase) is a group of words without a finite verb, especially one that forms part of a sentence. (Oxford Advance Learner’s Dictionary 2000:988)

Example:

There came a giant to my door 4. Word

Word is a single a single unit of language which means something can be spoken or written. (Oxford Advance Learner’s Dictionary 2000:988) Example:

(a) Book (b) Zebra 5. Morpheme

Morpheme is the smallest unit of meaning that a word can be divided into. (Oxford Advance Learner’s Dictionary 2000:862)

2.3.2 Word Classes in English

Kaplan (1989) in Simanjuntak (2011: 17) divides word classes into two groups: major and minor. The major classes include noun, verb, adjective, and adverb. The minor classes include pronoun, preposition, conjunction, and interjection. Therefore the discussion of word shifts will be focused on the major

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classes of word since the possibility to identify word shifts is larger than the minor classes of word.

1. Major Classes of Word

The major classes of word include noun, verb, adjective, and adverb. Here is the description of the major classes of words:

a. Noun

A noun is a word used to name a person, place, thing, or idea. And can be classified as either common nouns or proper nouns and as either abstract nouns or concrete nouns. (Foresman, 1997: 178)

Example: (1) Sailor (2) Ocean (3) Bird (4) patience

b. Verb

In a sentence, a verb either expresses action or it links the subject to a word or words in the predicate. A verb that tells what action is taking place is called an action verb. It can show either physical or mental action. (Foresman, 1997:202)

Example: (1) live (2) see (3) forget (4) admire

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c. Adjective

Adjective is a word used to add something to the meaning of a noun. (Wren and Martin 1975:4)

Example: (1) Unique (2) Beautiful (3) Pretty (4) Full d. Adverb

Adverb is a word used to add something to the meaning of verb, an adjective, or another adverb. (Wren and Martin, 1975:4)

Example: (1) Quickly (2) Beautifully (3) Tomorrow (4) This morning 2. Minor Classes of Word

The minor classes of word are pronoun, preposition, conjunction, and interjection.

a. Pronoun

Pronoun is a word used in place of a noun. The noun for which the pronoun is subtitled is called the antecedent of the pronoun. Pronouns eliminate the necessity of repeating the same noun, such as David, again

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and again. In the preceding example, David is the antecedent of the singular pronounshisandhe. (Foresman, 1997: 186)

Example: (1) I (2) You (3) He (4) She b. Preposition

A preposition is a word used to show the relationship of a noun or pronoun to some other word in the sentence. That noun or pronoun, which always comes after the preposition, is called the object of the preposition. The preposition, its object, and any words that modify the object make up the prepositional phrase. (Foresman, 1997: 251)

Example: (1) Above (2) Between (3) In (4) Over c. Conjunction

The word junctionmeans a joining. The purpose of conjunction is to join words or word groups in a sentence. (Foresman, 1997: 255)

Example: (1) And (2) But

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(3) Both

(4) Not only- but also d. Interjection

Interjection is a word used to stand for a sound or to express emotions such as joy, pain, shock, excitement, approval, or displeasure. Some commonly used interjections are listed below:

Ugh Ouch Phew Ah Oops

Hey Shh Yuk Wow Oh

Alas Bam Psst Eek

Interjection may appear at the beginning or at the end of a sentence, or they may stand alone. They are generally followed by a comma or an exclamation mark. (Foresman, 1997: 257)

Example:

(1) Ugh, my stomach.

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CHAPTER III

METHOD OF RESEARCH

The discussion of this chapter covers research method, data collecting method and data analysis procedures.

3.1 Research Method

The analysis in this thesis uses library research. Some related references are used to support the theory. The data are collected from the novel entitled “The Lost Symbol”. This study uses descriptive qualitative method. Descriptive qualitative method deals with a research explaining the analysis of a research. The formula dealing with calculating data is only used to support the analysis of the data. The formula is not intended to be the main focus on the research. Nazir (1998) in Simanjuntak (2011:19) says that descriptive method is a method of research that makes the description of the situation of event or occurrence. This study analyzes how the English collocations are translated into Indonesian.

3.2 Data collecting Method

The main source of the data was a novel entitled “The Lost Symbol” written by Dan Brown which is published by Doubleday, United states in 2009 as the source text and its translation in Bahasa Indonesia with the same title “The Lost Symbol” translated by Ingrid Dwijani Nimpoeno which is published by Bentang Pustaka, Yogyakarta in 2010 as the target text. Both novels are the source of data; the writer selects only utterances containing collocations in each chapter.

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3.3 Data Analysis Procedures

In collecting the data, the writer observed the English novel and its translation in Indonesian and documented them as the data. The data were the English sentences that contain collocations in it. Along with the English text, the Indonesian translation text was also observed in order to compare it with the source text.

There are some steps in collecting the data, those are: (1) Observing

Read the novel both the English and Indonesian versions. Then skimmed through both texts and mark the sentences with collocations found in the texts randomly for each chapter of the novel.

(2) Documenting

Typed the English sentences contain of collocations along with the Indonesian translation. The pairing of the sentences was set with the English sentences on top and the Indonesian texts below.

(3) Identifying the collocations

Identified which part of the sentences that deals with collocation. Then, analyzed how the original collocations were translated into Indonesian. (4) Analyzing the collocations

Analyzing the collocations by characterized the collocations based on the kinds of collocations suggested by Benson et al in English collocations and by Arifin et al in Indonesian.

(5) Listing the collocations

After finding the types of the collocations by using Benson et al theory (in SL) and Arifin et al theory (inTL) then listing them into a table.

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(6) Finding out the most dominant collocations

Finding out the most dominant collocations by counting the listing collocations and making the percentage of the collocations found in source text and in the target text. So there will be two most dominant collocations, both in English (SL) and Indonesian (TL).

Calculating the data by applying Butler’s formula (1985) as cited by Simanjuntak (2011:20) of simple statistical analysis in percentage by using educational statistic:

100% =

N = number of collocations = total number of collocations

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CHAPTER IV

FINDINGS AND ANALYSIS 4.1 Data Findings

From the analysis of the datain Dan Brown’s novel “The Lost Symbol”, it is found that there are 111 collocations and is divided into two kinds of collocation. Containing Grammatical Collocations (G) which has eight types (G1, G2, G3, G4, G5, G6, G7, G8) and Lexical Collocations (L) which has seven types (L1, L2, L3, L4, L5, L6, L7).

The frequency of collocations as shown in the table below:

Table 4.1: Total Percentage of All Types of English Collocations

TYPES OF COLLOCATIONS

NUMBER OF

COLLOCATIONS PERCENTAGE

1 L1 12 10.81%

2 L2 -

-3 L3 49 44.14%

4 L4 5 4.50%

5 L5 3 2.70%

6 L6 7 6.30%

7 L7 12 10.81%

8 G1 -

-9 G2 3 2.70%

10 G3 -

-11 G4 4 3.60%

12 G5 3 2.70%

13 G6 7 6.30%

14 G7 -

-15 G8 6 5.40%

TOTAL 111 100%

Based on the table above, it is found that there is lexical collocations type L1: 12 or 10.81% of the findings, L3: 49 or 44.14% of the findings, L4: 5 or 4.50% of the findings, L5: 3 or 2.70% of the findings, L6: 7 or 6.30% of the findings, L7: 12 or 10.81% of the findings. Grammatical collocations type G2: 3 or 2.70% of the findings, G4: 4 or 3.60% of the findings, G5: 3 or 2.70% of the findings, G6: 7 or

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6.30% of the findings, G8: 6 or 5.40% of the findings. The rest, L2, G1, G3, and G7 are found nothing in the data.

The writer found 53 or 47.75% of the translated collocations also a collocation in the TL.

Table 4.2: Total Percentage of All Types of Indonesian Collocations

NO TYPES OF

COLLOCATIONS

NUMBER OF COLLOCATIONS

PERCENTAGE

1 N+ N 11 20.75%

2 N+ Adj 29 54.75%

3 N+ V 13 24.50%

4 N+ Numeral -

-TOTAL 53 100%

Based on the table above, it is found that N+ N: 11 or 20.75% of the findings, N+ Adj: 29 or 54.75% of the findings and N+ V: 13 or 24.50% of the findings while N+ Numeral is found nothing in the data.

4.2 Analysis of Result

As stated in chapter one, the aims of this research is to analyze how English collocations in the novel translated into Indonesian, find the dominant collocations and analyze whether the translated collocations is also a collocation in Indonesian (TL). Therefore, the writer uses theory suggested by Benson et al about kinds of collocations.

1. Lexical collocations

Lexical collocations are collocations that do not contain prepositions, infinitives or relative clauses but consist of nouns, adjectives, verbs and adverbs. Lexical collocations are divided into seven types, they are:

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(1) L1= verb (which means creation/action)+ noun/pronoun/prepositional phrase e.g. come to an agreement, launch a missile

(2) L2= verb (which means eradication/cancellation)+ noun e.g. reject an appeal, crush resistance

(3) L3= [adjective+ noun] or [noun used in an attributive way+ noun] e.g. strong tea, a crushing defeat, house arrest, land reform

(4) L4= noun+ verb naming the activity which is performed by a designate of this noun e.g. bombs explode, bees sting

(5) L5= quantifier+ noun e.g. a swarm of bees, a piece of advice (6) L6= adverb+ adjective e.g. hopelessly addicted, sound sleep (7) L7= verb+ adverb e.g. argue heatedly, apologize humbly.

The following are some Lexical Collocations and the analysis found in the data.

(1) a. … againfeeling repulsedby his captor’s sadisticplay on words.(ch. 19) b. … dan sekali lagi merasa jijik atas permainan kata yang sadis dari penculik temannya itu.

Looking at the above sentence, there are two collocations found. The first one isfeeling repulsedand the second isplay on words.

1. feeling repulsed merasa jijik

V-ing V V Adj

2. play on words permainan kata

V P. Ph N N

When these two collocations translated into its Indonesian meaning, the form of the word has changed. It is found that verb becomes adjective, verb becomes noun and prepositional phrase becomes noun in TL. These kinds of thing called

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class-shift. Class- shift happens when the translation equivalent of a source language item is a component of a different class in target language

For example:

Medical student becomes mahasiswa kedokteran

Adj N N N

It is also found that these two collocations stand for different kinds and types of collocation. Look at the difference below:

Grammatical Collocations type G8: feeling repulsed

V-ing V

Lexical Collocation type L2: play on words

V P. Ph

After the collocations above translated into Indonesian, it is found that one of them is a collocation in TL. As stated in chapter two, there are four kinds of collocation in Indonesian suggested by Kridalaksana, they are: noun+ noun, noun+ adjective, noun+ verb, noun+ numeral.

play on words permainan kata

V P. Ph N N

permainan kata(play on words) is a collocation in target language since it is formed bynoun+ noun. While merasa jijik (feeling repulsed) is not a collocation in the target language because it is formed by verb+ adjective which is not part of Indonesian collocation.

(2) a. He, too, had justmade a call,(ch. 49) b. Dia juga baru sajamenelepon

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The collocation from the above sentence is made a call and it is a Lexical Collocation type L1 which is formed byverb + noun

Made a call menelepon

V N V

When this collocation translated into its Indonesian meaning based on the translated novel, the form of the word is definitely changing from its original form.

Made a call translated into menelepon in TL. This kind of thing called unit-shift. Unit- shift happens when the translation equivalent of a unit at one rank in the SL is a unit at a different rank in the TL.

For example:

The lord becomes tuhan

P W

It is found thatverb+ nounbecomes averbin target language. If we translate the collocation word by word it will be membuat sebuah panggilan. But the translator translate it into menelepon while ‘menelepon’ in English is ‘phone someone’ Since the collocation in target language become a verb, so it is clear that the translated collocation is not part of Indonesian collocation.

(3) a. The neoclassical architecture is meticulously designed to echo the grandeur of ancient Rome, whose ideals were the inspiration for America’s founders in establishing the laws and culture of thenew republic. (ch.4) b. Arsitektur neoklasiknya didesain dengan cermat untuk mengaungkan kemegahan Roma kuno, yang gagasan-gagasannya menjadi inspirasi bagi

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para pendiri Amerika dalam menetapkan undang-undang dan kebudayaan

republik baruitu.

Looking at the above sentence, there are three collocations found. They are

neoclassical architecture, ancient Rome, and new republic. Each of them states the same kinds and types of collocation.

1. Neoclassical architecture arsitektur neoklasik

Adj N N Adj

2. Ancient Rome Roma kuno

Adj N N Adj

3. New republic republik baru

Adj N N Adj

While looking at the form, the SL is adjective+ noun and the TL is noun+ adjective, this kind of thing called structure shift. Structure shift happens when the form of the noun phrase of SL is modifier- head, while the form of the noun phrase of TL id head- modifier.

For example:

New book becomes buku baru

Adj N N Adj

Since the English collocations formed by adjective+ noun, it is known as Lexical Collocation type L3 and the translated collocations formed by noun+ adjective,it is also known as Indonesian collocation.

(4) a. Katherine immediately looked away, hereyes scanningfor Peter.(ch.124) b.Katherine langsung memalingkan wajah,matanyamencari-cariPeter.

It is found that the collocation form the above sentence iseyes scanning, and it is classified as Lexical Collocations type L4 which is formed by noun+ verb. When this collocation translated intoTL, the form of the word does not change.

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4. Eyes scanning mata mencari-cari

N V N V

When it is translating into the target language it is found that the English collocation is also a collocation in the target language based on what has been stated by Kridalaksana that there are four kinds of collocation, they are: noun+ noun, noun+ adjective, noun+ verb, and noun+ numeral. Since it is found that mata mencari-cari is formed bynoun+ verb, so it is categorized as a collocation in target language.

(5) a. Katherine had never seen a piece of gold this large, and it took her an instant to realize (ch.64)

b. Katherine belum pernah melihat bongkahan emas sebesar ini, dan perlu sejenak sebelum dia menyadari

Looking at the above sentence, the collocation isa piece f gold.

A piece of gold bongkahan emas

Quantifier N N N

When the collocation translated into the target language, the form of the word has changed. It is found that quantifier becomes noun and adjective becomes

prepositionin TL. It is has been said before that this kind of thing called class-shift. It is also found that the collocation stand for different kinds and types of collocation.

Lexical Collocations type L5 A piece of gold Quantifier N

After the collocations translated into the target language, it is found that the form has changed intonoun+nounand it is categorized as an Indonesian collocation.

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A piece of gold bongkahan emas

Quantifier N N N

Bongkahan emas(a piece of gold) is a collocation in target language since it is formed by noun+ noun. As stated by Kridalaksana that kinds of collocation in Indonesian arenoun+ noun, noun+ adjective, noun+ verb, and noun+ numeral.

(6) a. The assembly of brothers encircling him all were adorned in their full regalia of lambskin aprons, sashes, andwhite gloves.(prologue)

b. sekumpulan saudara yang mengelilinginya mengenakan pakaian kebesaran lengkap, terdiri atas penutup dada dari kulit domba, selempang, dansarung tangan putih.

Looking at the above sentence, there are two collocations found. They arethe assembly of brothersandwhite gloves.

The assembly of brothers sekumpulan saudara

Quantifier N N N

White gloves sarung tangan putih

Adj N N Adj

When these two collocations translated into its Indonesian meaning, the form of the word has changed. It is found that quantifierbecomesnounin TL, this kind of thing called shift. The first collocation (the assembly of brothers) is a class-shift and the second collocation (white gloves) is a structure shift.

It is also found that these two collocations stand for different kinds and types of collocations.

Lexical Collocations type L5 The assembly of brothers

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Lexical Collocations type L3 White gloves

Adj N

After the collocations above translated into TL, it is found that both of them are a collocation in Indonesian because the form has changed. But represent the different kind of collocation in TL.

Sekumpulan saudara(the assembly of brothers) is a collocation in TL since it is formed by noun+ noun. And sarung tangan putih (white gloves) is also a collocation in the target language because it is formed bynoun+ adjective and based on Arifin et al as stated in chapter two, this kind of collocation is classified as Kolokasi Kelompok I type I H which is Formed by noun which is semantic, non-human, concrete, and countable. While the adjective is semantic and colour.

Example:angsa putih kotak hijau

N Adj N Adj

(7) a. Helet the words hang for a moment. “My intentions arepurely noble, b. Dia membiarkan kata-katanyamenggantung sejenak. “kuyakinkan kau,

tujuankubenar-benar mulia,(ch.9)

Looking at the above sentence, there are three collocations found. They are

let the word, hang for a moment,andpurely noble.

1. Let the words membiarkan kata-kata

V N V N

2. Hang for a moment menggantung sejenak

V P. Ph V P

3. Purely noble benar- benar mulia

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When these three collocations translated into its Indonesian meaning, the form of the word has changed. It is found that adjective becomes verb in target language (as inpurely noble). This kind of thing called shift.

Hang for a moment menggantung sejenak

V P. Ph V P

Looking at the above collocation, the word class has changed from

prepositional phrase into prepositional in TL. This kind of thing called class-shift. While in:

Purely noble benar- benar mulia

Adv Adj V Adj

The word class has changed fromadverbinto verb. It is also found that these two collocations stand for different types of collocation.

Lexical Collocations type L1 1. Let the words

V N

2. Hang or a moment

V P. Ph

Lexical Collocations type L6 Purely noble

Adv Adj

After being translated into TL, these collocations are not a collocation in Indonesian because the three of them is not at form of an Indonesian collocation at all.

(8) a. Langdonlook closely where she waspointing.( ch.79) b. Langdonmemandang dengan cermat

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The collocation in the above sentence islook closelywhich is the meaning is memandang dengan cermat.

Look closely memandang dengan cermat

V Adv V P Adj

It is found that the English collocation has the form ofverb+ adverbwhich is categorized as Lexical Collocations type L7. While the translation has the form of

verb+ preposition+ adjective. It is found that there are several changes and addition to the translated collocation. The adverb closely is translated into dengan cermat which is formed bypreposition+ adjective. After all the translated collocation is not a collocation in target language.

2. Grammatical Collocations

Grammatical collocations consist of the main word (a noun, an adjective, a verb) plus a preposition or ‘to+ infinitive’ or ‘that- clause’ and is characterized by eight basic types of collocations.

(1) G1= noun+ preposition e.g. blockade against, apathy towards

(2) G2= noun+to-infinitive e.g. he was a fool to do it. They felt a need to do it (3) G3= noun+ that-clause e.g. we reached an agreement that she would

represent us in court. He took an oath that he would do his duty (4) G4= preposition+ noun e.g. by accident, in agony

(5) G5= adjective+ preposition e.g. fond of children, hungry for news

(6) G6= adjective+ to-infinitive e.g.itwas necessary to work, it’snice to be here (7) G7= adjective+ that-clause e.g. she was afraid that she would fail, it was

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(8) G8= 19 different verb patterns in English e.g. verb+ to-infinitive (they began to speak), verb+ bare infinitive (we must work) and other.

The following are some grammatical collocations and the analysis found in the data. (1) a. The guard barely hadtime to processwhat he was seeing… (ch.54)

b. Penjaga itu hampir tidak punya waktu untuk mencerna apa yang dilihatnya.

From the above sentence it is found that the collocation istime to process.

Time to process waktu untuk mencerna

N To-inf N P V

The collocation categorized as grammatical collocation type G2 which is formed by noun+ to-infinitive. It is usually found that time+ to-infinitive collocates with:

a. time to kill b. time to go c. time to get d. time to try, etc.

(2) a. …hisright armwasin a sling, and he moved with aslight limp. (ch.4) b. …lengan kananya berada dalam kain gendongan dan jalannya sedikit pincang.

From the above sentence it is found that there are three collocations exist. They areright arm, in a sling, andslight limp.

Lexical collocation type L3 1. Right arm

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2. Slight limp Adj N

Grammatical collocation type G4 In a sling

P N

There are two kinds of collocation that has the same kinds and type of collocation; they are right arm and slight limp which are categorized as lexical collocation type L3 which is formed byadjective+ noun.And the other,in a sling is categorized as grammatical collocation type G4 which is formed by preposition+ noun.

1. Right arm lengan kanan

Adj N N Adj

2. In a sling berada dalam kain gendongan

P N V P N

3. Slight limp sedikit pincang

Adj N Adj V

However the above collocations have changed in form.

Right arm lengan kanan

Adj N N Adj

The form of the above collocation changed when it is translated into TL. The form adjective+ noun becomes noun+ adjective however; lengan kanan is also a collocation in TL. In the case of shift, it is called structure shift where the form of the noun phrase of SL is modifier- head and the form of noun phrase of TL is head-modifier.

In a sling berada dalam kain gendongan

P N V P N

In a sling is categorized as grammatical collocation type G4 with the form

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dalam kain gendonganwith the form verb+ preposition+ noun. In the SL there are only two kind of word class exist (preposition+ noun) but when it is translated into TL it becomes three (verb+ preposition+ noun). The word in translated into berada dalam. Whilea slingtranslated intokain gendongan.

In a sling

Berada dalam kain gendongan

Both of the words in SL translated into TL and it becomes a phrase.

In berada dalam

W P

A sling kain gendongan

W P

This kind of thing called unit-shift. Unit shift happen when the translation equivalent of a unit at one rank in the SL is a unit at a different rank in the TL.

Slight limp sedikit pincang

Adj N Adj V

The above collocation is categorized as lexical collocation type L3 which formed by adjective+ noun. The form of this collocation is also changing after the translation process. The form adjective+ noun becomes adjective+ verb in the TL however the translation is not a collocation in TL.

(3) a. …but he was apparently verygood atdoctoring.(ch.24) b.…tapi tampaknya dia sanagtbagus dalampekerjaannya.

In the above sentence, it is found that the collocation is good at and categorized as grammatical collocation type G5 which is formed by adjective+ preposition.

Good at bagus dalam

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Having analyzed the English collocation and the translation in Indonesian, it is found that there is no changing in the form. But the translated collocation is not a collocation in the TL because there is no form (adjective+ preposition) found in the form of Indonesian collocation.

(4) a. “Good morning, Robert.Surprised to seeme?” (ch.24) b. “Selamat pagi, Robert.Kaget melihatku?”

From the underline collocation, it is found that surprised to see is categorized as grammatical collocation type G6 which is formed by adjective+to-infinitive.

Surprised to see kaget melihat

Adj To-inf Adj V

Having analyzed the English collocation and the translation in Indonesian, it is found that there is no change in the word class. However, the translation in TL is not a collocation in Indonesian.

(5) a. A young couple on the side walk straind to see through the tinted rear windows,hoping to glimpsea VIP. (ch.14)

b. Pasangan muda di trotoar memanjangkan leher untuk melihat memalui

jendela- jendela belakangyang gelap,berharap bias melihatsesosok VIP.

From the above sentence, it is found that there are three collocations exist. They are young couple, rear windows, and hoping to glimpse. These three collocations also stand for different kinds and types of collocation, they are:

Lexical collocation type L3: 1. Young couple

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2. Rear windows

Adj N

Grammatical collocation type G8: Hoping to glimpse

V To-inf

There are two collocations that categorized as lexical collocation type L3, and one collocation categorized as grammatical collocation type G8.

1. Young couple pasangan muda

Adj N N Adj

2. Rear windows jendela-jendela belakang

Adj N N N

3. Hoping to glimpse berharap bisa melihat

V To-inf V N V

When these three collocations translated into its Indonesian meaning, the form of the word has changed. It is found that young couple changes in structure-shift; adjective+ noun becomes noun+ adjective in TL. While Rear windows and

hoping to glimpse change in class shift, adjective+ noun becomes noun+ noun in TL.

After being translated into TL, only two collocation in SL also a collocation in TL (young couple and Rear window) as stated by Kridalaksana that kinds of collocation in Indonesian arenoun+ noun, noun+ adjective, noun+ verb, and noun+ numeral. Whilehoping to glimpseis not an Indonesian collocation.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions

Translating a collocation is not as easy as to translate a word because in translating a collocation we cannot translate it word by word. Having analyzed how the English collocation translated into Indonesian, the writer found there are some changes in the word shift. For example the category shift, the class shift, and the unit shift. Sometimes in translating a collocation, the translator needs to omit some words, replace, or even include a new word in the translation.

Having analyzed the data, it is concluded that not all types of collocations proposed by Benson et al are found in the novel. Totally there are 15 types of collocations proposed by Benson et al (Grammatical Collocations: G1, G2, G3, G4, G5, G6, G7, G8 and Lexical Collocations: L1, L2, L3, L4, L5, L6, L7) but it is only 11 types exist in the novel, they are G2, G4, G5, G6, G8, L1, L3, L4, L5, L6, L7. And each of the types has different number of collocations. They are, G2: 3 or 2.70% of the findings, G4: 4 or 3.60% of the findings, G5: 3 or 2.70% of the findings, G6: 7 or 6.30% of the findings, and G8: 6 or 5.40% of the findings, L1: 12 or 10.81% of the findings, L3: 49 or 44.14% of the findings, L4: 5 or 4.50% of the findings, L5: 3 or 2.70% of the findings, L6:7 or 6.30% of the findings, and L7: 12 or 10.81% of the findings. So it is concluded that L3: 49 or 44.14% of the findings is the most dominant collocations found in the novel.

In the translated collocation (in the TL), the writer found there are 53 collocations exist with the percentage of 47.74% of the translated collocations and are divided into there kinds of collocation in the TL. They are (N+ N) collocation: 11 or 20.75% of the findings, (N+ Adj) collocation: 29 or 54.70% of the findings, and

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(N+ V) collocation: 13 or 24.50% of the findings while (N + Numeral) collocation is found nothing in the data.

5.2 Suggestions

Studying the translation focuses on collocation in Dan Brown’s novel “The Lost Symbol” is an interesting subject because we can get many advantages from studying it. Furthermore, we also know about the classifications of collocations. It is suggested for those who are interested to observe about collocation in other source like speech, newspaper, text book, poet, short story etc.

An Analysis Of English Translated Collocations Of Dan Brown’s Novel “The Lost Symbol” In Bahasa Indonesia

(b)

…Dan kita

perlu mendiskusikan

rencana untuk piramida ini.”

42) (a) The guard barely had

time to process

what he was seeing… (ch.54)

(b) Penjaga itu hampir tidak punya

waktu untuk mencerna

apa yang

dilihatnya…

43) (a) He lay supine,

hands folded

on his chest, (ch.54)

(b) Dia berbaring telentang dangan kedua

tangan terlipat

di dada,

44)

(a)

…

because the tone

shifted immediately

. (ch.69)

(b)

…Karena nada suaranya

langsung berubah.

45) (a) Beside her, Langdon looked

decidedly uneasy

. (ch.64)

(b) Di sampingnya, Langdon jelas tampak

tidak nyaman

.

46) (a) From within the paper, Katherine extracted a

small box

made of

gray

stone

. (ch.64)

(b) Dari dalam kertas, Katherine mengeluarkan

kotak kecil

dari

batu kelabu

.

47) (a)

…carefully pried open the lid, which

rose smoothly

, (ch.64)

(b)

…perlahan-lahan membuka tutupnya—

yang

terangkat dengan mudah

48) (a) The inside was shining with

almost supernatural

effulgence (ch.64)

(b)

Bagian dalamnya berkilau dengan kecemerlangan yang

nyaris

supernatural.

49) (a) Katherine had never seen

a piece of gold

this large, and it took her an

instant to

realize… (ch.64)

(b) Katherine belum pernah melihat

bongkahan emas

sebesar ini, dan perlu

sejenak sebelum dia menyadari…

50) (a) It advanced about fifty yards and then

came to a stop

. The

heavy door

(b) Kendaraan itu maju sekitar lima puluh meter, lalu

berhenti. Pintu tebal

bergerumuh menutup kembali di belakang mereka.

51) (a)

…writhing against the cramps that now stabbed at his arms, still

pinned

painfully

behind him. (ch.74)