THE DIFFICULTIES FACED BY STUDENTS’ IN TRANSLATING INDONESIAN TEXT INTO ENGLISH AT THE EIGHTH GRADE STUDENTS OF SMP N 1 SALATIGA IN THE ACADEMIC YEAR OF 2017/2018 - Test Repository
THE DIFFICULTIES FACED BY STUDENTS ’ IN
TRANSLATING INDONESIAN TEXT INTO ENGLISH AT
THE EIGHTH GRADE STUDENTS OF SMP N 1 SALATIGA
IN THE ACADEMIC YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for Degree of Sarjana Pendidikan (S. Pd)
By:
SITI MUBARRILLAH SARI
NIM.11314041
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
THE DIFFICULTIES FACED BY STUDENTS ’ IN
TRANSLATING INDONESIAN TEXT INTO ENGLISH AT
THE EIGHTH GRADE STUDENTS OF SMP N 1 SALATIGA
IN THE ACADEMIC YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for Degree of Sarjana Pendidikan (S. Pd)
By:
SITI MUBARRILLAH SARI
NIM.11314041
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
DECLARATION
In the name of Allah, the most Gracious and the most Merciful Hereby, the writer declares that this graduating paper is written by the writer herself. This paper does not contain any materials published by other people and it does not cite any other people‟s ideas except those quoted overtly. The writer is accountable for her graduating paper if in the future, it is proved of containing others‟ idea or in fact, the writer imitates the others‟ graduating paper.
This declaration is written by the writer herself, and she hopes that this declaration can be understood well.
th
Salatiga, August 16 , 2018 The Writer,
Siti Mubarrillah Sari 113 14 041 t
Salatiga, August 16 Ruwandi, S. Pd., M.A The attentive Counselor‟s Note Siti Mubarrillah Sari
To the Dean of Teacher Training and Education Faculty Assalamu‟alaikum Wr. Wb.
After reading and correcting Siti Mubarrillah Sari‟s graduating paper entitled
THE DIFFICULTIES FACED BY STUDENTS IN TRANSLATING
INDONESIAN TEXT INTO ENGLISH; I have decided and would like to
propose that if this paper is accepted by the Dean of Teacher Training and Education Faculty; I hope this paper can be examined as soon as possible.
Wassalamu‟alaikum Wr. Wb.
Counselor Ruwandi, S. Pd., M.A NIP. 196612252000031002
KEMENTERIAN AGAMA REPUBLIK INDONESIA
Jalan Lingkar Selatan Km 02, Kel. Pulutan, Sidorejo, Salatiga 50716, Telp.(0298) 6031364 WebsiteE-mail:
A GRADUATING PAPER THE DIFFICULTIES FACED BY STUDENTS IN TRANSLATING
INDONESIAN TEXT INTO ENGLISH WRITTEN BY: SITI MUBARRILLAH SARI NIM. 11314041
Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at the State Institute for Is lamic Studies (IAIN) Salatiga on …., and hereby considered to have completed the requirements for the degree of Sarjana Pendidikan (S.Pd) in
English Education.
Board of examiners Head : Dr. Setia Rini, M.Pd. __________________ Secretary : Dr. Ruwandi, M.A. __________________ First examiner : Hanung Triyoko, M.Ed. __________________ Second examiner : Norwanto, Ph.D. __________________
MOTTO
“Language is the road map of a culture. It tells you where its
people come from and where they are going.”
- Rita Mae Brown-
DEDICATION
This graduating paper is dedicated to: My God, the Most Precious and the Most Gracious Allah SWT who always listens to me and gives me the best thing ever.
My beloved parents especially for my mother, thank for always pray for me, and always love me never ending. You are my spirit and my everything. My beloved brother who always support me in finishing this graduating paper.
My big family that supported for my education and finishing this graduating paper.
All my friends who cannot be mentioned one by one. All of my beloved people who cannot be mentioned one by one.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim, Assalamu’alaikum Wr. Wb.Alhamdulillahirabbil’alamin, all praises go through Allah SWT, the Most
Gracious and the Most Merciful who always blesses and helps the writer so the writer is able to finish the graduating paper. Bless and mercy is upon great Prophet Muhammad SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without supports, advices, helps and encouragement from several people and institution. Therefore, the writer would like to express special thanks to: 1.
Mr. Dr. Rahmat Hariyadi, M. Pd., the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M. Pd., the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph. D the Head of English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
4. Dr. Ruwandi, S. Pd., M.A, the counselor of this paper, who gives great attention, suggestion, and guidance for this paper from beginning until the end.
5. All lecturers and staffs of State Institute for Islamic Studies (IAIN) of Salatiga.
Salatiga, August 16
th
, 2018 The writer
Siti Mubarrillah Sari NIM. 11314041
ABSTRACT
Sari, Siti Mubarrillah. 2018. The Difficulties Faced by Students in Translating
Indonesian Text into English . A Graduating Paper. English Education Department. Teacher Training and Education Faculty.
State Institute for Islamic Studies Salatiga. Counselor: Ruwandi, S. Pd., M.A.
The objectives of the study are to know types of difficulties and to know the dominant components causing difficulties faced by students in translating Indonesian text into English, and then to find out the solution to solve the difficulties faced by eight grade students of SMP N 1 Salatiga in the academic year 2017/2018.
The methodology of research was quantitative research especially descriptive study. The techniques of collecting data were written test to know the students difficulties in translating Indonesian text into English. Students made Indonesian text and then translated into English by themselves.
The writer finds that eighth grade students of SMP N 1 Salatiga have high difficulties in translating Indonesian text into English. The mean percentage of students‟ difficulties was 45 %. The dominant difficulty made by students was grammatical structure, both of individual task and group task.
Key Words: Difficulties; Translation; Recount text
TABLE OF CONTENTS
TITLE .................................................................................................................... i DECLARATION .................................................................................................. ii ATTENTIVE COUNSELOR NOTE .................................................................... iii CERTIFICATION PAGE ..................................................................................... iv MOTTO................................................................................................................. v DEDICATION ...................................................................................................... vi ACKNOWLEDGEMENT .................................................................................... vii ABSTRACT .......................................................................................................... ix TABLE OF CONTENTS ...................................................................................... x LIST OF TABLE .................................................................................................. xii
CHAPTER I INTRODUCTION A. Background of the Study ........................................................................... 1 B. Problem Statements ................................................................................... 4 C. Objectives of the Study ............................................................................. 4 D. Benefits of the Study ................................................................................. 5 E. Limitation of the Study ............................................................................. 6 F. Classification of Key Terms...................................................................... 6 G. Research Paper Organization .................................................................... 8 CHAPTER II THEORETICAL FRAMEWORK A. Theoretical Review ................................................................................... 10 1. Definition of Translation ..................................................................... 10 2. Characteristic of Translation ............................................................... 11 3. Types of Translation ........................................................................... 12 4. Translation Procedures ........................................................................ 15 5. Translation Method ............................................................................. 18 6. The Component of the Difficulties in Translating Indonesian Text into English ................................................................................. 19 7. Interlanguage ....................................................................................... 23 8. Translation Difficulty .......................................................................... 27 9. Recount Text ....................................................................................... 30 10. Rubric Theory ..................................................................................... 31 B. Review of Related Studies ........................................................................ 34
CHAPTER III RESEARCH METHODOLOGY A. Research Approach ................................................................................... 36 B. Research Method ....................................................................................... 36 C. Research Setting ........................................................................................ 37 1. Vision .................................................................................................. 37 2. Missions .............................................................................................. 38 D. Population and Sample .............................................................................. 39 1. Population ........................................................................................... 39 2. Sample ................................................................................................. 40 E. Sampling Technique.................................................................................. 41 1. Probability Sampling ........................................................................... 41 2. Non-probability Sampling ................................................................... 42 F. Research Design ........................................................................................ 44 G. Data Collection Method and Instrument ................................................... 44 1. Test ...................................................................................................... 44 2. Documentation .................................................................................... 44 H. Evaluation ................................................................................................. 45 I. Data Analysis ............................................................................................ 45 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Data Description and Analysis .................................................................. 48 B. Discussion ................................................................................................. 51 CHAPTER V CLOSURE A. Conclusion................................................................................................. 79 B. Recommendation....................................................................................... 80 BIBLIOGRAPHY ................................................................................................. 81 APPENDIX CURRICULUM VITAE Permohonan Izin Penelitian Surat Keterangan Penelitian Lembar Konsultasi Skripsi SATUAN KREDIT KEGIATAN (SKK)
LIST OF TABLE
Table 2.1 English and Indonesian Similarities and Differences (Adopted from TruAlfa&Indodic.com)............................................................................ 20Table 2.2 a Rubric Based on the Text as the Unit of Translation .................... 31Table 2.3 Farahzad‟s Model Based on Sentence and Clause as the Unit ofTranslation........................................................................................................ 32
Table 3.1 Time of the Research ....................................................................... 39Table 3.2 Participants of the Research ............................................................. 40Table 3.3 Students Translation Rubric ............................................................. 45Table 3.4 the Category of Difficulties Level ................................................... 47Table 4.1 the Percentages of Students‟ Translation Mistakes in IndividualTask .................................................................................................................. 50
Table 4.2 the Percentages ofStudents‟ Translation Mistakes in Group Work 50
Table 4.3 the Types of Students‟ Mistake in Individual Task ......... APPENDIXTable 4.4 the Percentage of Students‟ Translation Mistake in IndividualTask .................................................................................................. APPENDIX
Table 4.5 the Types of Students‟ Mistake in Group Work .............. APPENDIXCHAPTER I INTRODUCTION A. Background of the Study There are four language skills in learning English: listening,
speaking, reading, and writing. Translation ability includes in writing skill because a translation is written. Many people still have low awareness about how important of translation, they only learn four language skills there are listening, speaking, reading, and writing that generally learns in the school. Translation is important not simply because it gets us talking to each other or allows each of us to read what the other has written but because it gives us insights into why we find it difficult sometimes to speak to each other and why we particularly like or understand what the other has written (Bell, 1991:298). Learning translation is not only important for education, but also important for daily life. For Indonesians, English is learned mainly for the engagement and improvement or relation with other nations. The function of English is a medium that students can improve their abilities in science, technology, art, and culture so that they will not feel neglected in their society.
According to Catford (1965: 20), translating consists of several processes and considerations in producing the good translation. However, it seems that the students do not recognize this. They do not really understand that the translation is the really complex activity. They may think that translating is simply only the process of changing the source language word into target language word. That is why they make their translation simply by bringing their Indonesian thinking into English. They usually use literal translation when translating tasks. Newmark in Budianto and Fardhani (2010:2) defines translation as a craft consisting in attempt to replace a written message and/or statement in one language by the same message and/or statement in another language. In his definition, he underlines that the important thing in translation is the message. The translation should express the same message as the message of the source language offered. Learners of English as a Foreign Language (EFL) in Indonesia generally feel that translating, particularly translating Indonesian to English is a very difficult task. This understandable, considering that translating is a very complex task demanding some integrated competencies (Yuliasri, 2014:107).
In junior high school, there is no special or particular subject of translation, the teacher does not give a theory about translation to the student. When teaching and learning process, usually the teacher will explain material in English and then repeat the explanation in Indonesian.
Translation usually applied in reading and writing class, students must translate the text or material from English into Indonesia or Indonesia into English. Sometimes, when the student makes an English sentence or paragraph usually they will make Indonesian text first and then translate it into English.
Students of SMP N 1 Salatiga have a good English skill, especially in speaking skill; they speak English with good pronunciation and fluency, but they think that they have low vocabularies mastery, they feel difficult when having a writing task, to make English text usually they make it in Indonesian text first and then translate it into English. They usually depend on the dictionary in translating the text.
Most of students ‟ from all level feel difficult in translating
Indonesian text into English. According to Soemantri (2011: 104) says that is commonly understood that translating from the source language into the target language (or vice versa) is very difficult for those whose background is not English department. From this, we know that translating Indonesian text into English is not easy, moreover for junior high school students that may make some error in translating the text. Because they learning Basic English. They transfer the sentence pattern from Indonesian into English that consequently causes many errors occurred in the result of their translations (Retnomurti & Imran, 2013: 5). These errors can be caused by several factors, such as the interference from students mother tongue (L1) or lack of knowledge of English grammar (L2) (Hambali, 2011; Shan-ling & Yan, 2013). Every student has their own difficulties, and the factors that make their difficulties may also differ from each other.
To make English sentences or paragraph usually students will make in Indonesian text first and then translate it into English.
In the English basic skill, the translation was difficult because this skill required the learners to master both the English language system that had the different representation of native language as the target language and Indonesian as the source language. The students had to make comparison meaning into target language especially Indonesian into English. Lestariana, (2017: 101-102).
This research came from the researcher problem self. The researcher has difficulties in translating Indonesian text into English, it is more difficult than translating English text into Indonesian. Because Indonesian language and English language has a different structure and culture, between Indonesian and English there is interlanguage that usually makes some errors. In this case, the researcher would analyze the difficulties and the components that faced by students in translating Indonesian text into English especially in recount text. The researcher would like to conduct research entitled THE DIFFICULTIES FACED
BY STUDENTS IN TRANSLATING INDONESIAN TEXT INTO ENGLISH.
B. Problem Statements
Based on the background above, the researcher concluded some questions as the problem questions of this research, they were:
1. What are the difficulties faced by students in translating Indonesian text into English?
2. What are the dominant components causing difficulties faced by students in translating Indonesian text into English?
C. Objectives of the Study
From the problem statements, objectives of this study were: 1.
To know the difficulties faced by students in translating Indonesian text into English.
2. To know the dominant components causing difficulties faced by students in translating Indonesian text into English.
D. Benefits of the Study
The benefits of the study are as follows: 1.
Theoretical The result of this research is estimated to improve the theory of the difficulties in translating Indonesian text into English. Then, it is also estimated to improve the theory of difficulties component in translating Indonesian text into English.
2. Practical a.
Researcher This research is estimated to give knowledge for the researcher. Well as the student of English Department that is estimated to become an English teacher, it is estimated to become a good reference for the researcher in teaching translation by understanding the difficulties and dominant components of difficulties.
b.
Students
This research is estimated to give reference for students that become the object of this research to know the difficulties and the dominant difficulties and then find solution that can make them easier in translating Indonesian text into English.
E. Limitation of the Study
This research is limited to the problem focuses on analyzing the difficulties in translating Indonesian text into English and the dominant components of difficulties in translating Indonesian text into English at the eighth grade students‟ of SMP N 1 Salatiga in the Academic Year of 2017/2018.
F. Classification of Key Terms
Based on the title of the paper, there are some key terms that are needed to be explained:
1. Difficulties
Mistakes, misjudgments, miscalculations, and error form an important aspect of learning in acquiring information (Brown, 2000:216). Difficulties in translating are when someone who translates the text from the source language (Indonesian) to target language (English), but does not understand how to use adverb, verb, and noun so will make the sentence is not perfect.
According to Nord (1997:64), the difficulties of translation are mental phenomena that are dependent on the individual translator (or translation trainee) and which result from the lack of competence in culture, language, and translation.
From the definition some expert above the researcher conclude that difficulties of translation are when someone translate from source language (Indonesian) into target language (English) but doesn't understand about the use of verb, adverb, and noun, the translator also lack of competence about culture and both of language (source language and target language).
2. Translation
Translation is a kind of activity which inevitably involves at least two languages and two cultural traditions (Hartono, 2012:15). Nida & Taber (1982:12) say that translating consists of reproducing in the receptor language that closest natural equivalence of a source language message, firstly in terms of meaning and secondly in terms of style. In addition, Wills (1982:112) says that translation is a procedure which leads from a written source language text to an optimally equivalent target language text and require the syntactic, semantic, stylistic, and text pragmatic comprehension by the translator of the original text.
From the definition some experts above the researcher concludes that translation is a process of transferring language from the source language into the target language without change the meaning.
3. Recount text
Recount is a piece of text that retells past events, usually in the order in which they happened. The purpose of a recount text is to give the audience a description of what happened and when it happened (Rosyadi in Teaching Material Development). According to Grace (2007: 30), recount text is a text that tells the reader or listener what happen in the past through a sequence of events. From the definition above the researcher conclude that recount text is a text that tells about the past events through a series of events.
G. Research Paper Organization
In order to make clear research, the research paper is organized by the following paper organization.
Chapter I consists of background of the study, problem statements, objectives of the study, benefits of the study, limitation of the study, classification of key terms, and research paper organization.
Chapter II is the theoretical framework that elaborates the theoretical review. This chapter explains about the definition of translation, Characteristic of translation, types of translation, translation procedures, translation method, and the component of the difficulties in translating Indonesian text into English, interlanguage, translation difficulty, Recount Text, Rubric Theory, and the review of the related study.
Chapter III contains the profile of SMP N 1 Salatiga and research methodology. Chapter IV research findings and discussion describes the data description and analysis that discusses the finding of the study and difficulties faced by students.
Chapter V is closure as the end of the paper by giving conclusions and recommendation.
CHAPTER II THEORETICAL FRAMEWORK A. Theoretical Review 1. Definition of Translation Nida & Taber (1982:12) say that translation involves reproducing
in the receptor language the closest natural equivalence of a source language message, firstly in terms of meaning and secondly in terms of style. In addition, Wills (1982:112) says that translation is a procedure which leads from a written source language text to an optimally equivalent target language text and require the syntactic, semantic, stylistic, and text pragmatic comprehension by the translator of the original text.
Brislin (1976:1) states that translation is the common word stating to the transfer of opinions and ideas from one language (source) to another (target), whether the languages are in written or oral form whether the languages have recognized orthographies or do not have such standardization or whether one or both languages is based on symbols, as with symbol language of the oblivious. In this definition, it seems that Brislin gives a wide definition of the word "translation". For him, translation means transferring opinions and ideas from one language to another language and the languages can be in a spoken form which is named interpretation and in the written form which is generally named translation. In this definition, however, the process of translation and the criteria of a good translation are not clearly indicated.
The next definition is taken from Larson "Meaning-Based Translation" (1984:31). In that book, he states that translation is principally a change of form. When we say of the form of a language, we are stating the definite words, phrases, clauses, sentences, paragraphs, etc., which are spoken or written …. In translation, the form of the source language is changed by the form of the receptor (target) language. This definition gives stresses on the change of form.
In translating, therefore, the translator should try to find the equivalent of form between the form of the source language and that of the target language. In line with Brislin, Larson also states that the languages transferred can be spoken and written forms. It should be noted, however, that Larson in the definition states that translation should be a change of form, while in his book he is writing, he argues a translation which is based on meaning.
From some expert, it can be concluded that the definition of translation is transferring or change the target language into source language without changing the content of the text.
2. Characteristic of Translation
Budianto & Fardhani (2010:6-7). The most important problem of accurate translation is about the consistence or closest natural equivalence of the message transferred from source language into target language. Thus a work can be stated as the work of translation when it has the following requirements: a.
It is a kind of replacement or reproducing message, of the source language into target language.
b.
It concerns with the written message or textual material or text.
c.
It transfers the content or thought or messages not the form of source language text.
d.
It is also a kind of process or exercise.
e.
The second text must have the same meaning or message with the first or original.
f.
The second text uses an idiomatic expression in the target language to retain the style or to make it sounds like the original text.
g.
The second text uses target language equivalent to the source language.
3. Types of Translation
Larson (1984:15-23) proposes two main kinds of translation namely literal and idiomatic translations. The literal translation is a form-based translation trying to follow the form of the source language, so the translator uses source language words with literal meaning as indicated in the source language and the source language structures. Sometimes, the original structures are acceptable, or even unacceptable at all in the target language. If the translator makes some regulations on the structures in the target language, Larson (1984:16) calls it "modified literal translation". This kind of translation is not an ideal translation since it still results in an unnatural translation. In order to produce natural forms of the target language both in grammatical constructions and in the choice of lexical items, he proposes "idiomatic translation".
Newmark (1988:36-61) proposes a concept of semantic and communicative translations. Semantic translations tend toward a literal translation which is focused on the source language, therefore it is more complex, more awkward, more detailed and more concentrated.
Moreover, semantic translation attempts to maintain semantic and syntactic structures and the contextual meaning of the source language (Suryawinata & Hariyanto 2003:50).
Nida & Taber (1982: 20) contradict two types of translations: literal translation and dynamic translation. The concept of literal translation is based on the assumption that translation should maintain the structures of the source language, although it is unacceptable in the target language since it usually deviates from the grammatical patterns of the target language and as a result, the target readers might misunderstand the message conveyed. Therefore, according to the two experts, this kind of translation is not suggested and they propose that a good translation should be a dynamic translation. The dynamic translation should consist of the five elements (1) reproducing the message, (2) equivalence, (3) natural equivalent, (4) the closest equivalent, and (5) priority on meaning (Suryawinata, 1988:8).
Based on the types of translations proposed by Larson (1984) in Nida & Taber (1982: 8), it can be stated that translation principally can be divided into two poles namely faithful translation and free translation. Free translation can be acceptable since it can produce the most effective way of conveying the message in the target language and the translation is smooth (Fardhani, 2010: 9).
According to Larson (1984:15) translation is classified into two main types, namely form-based translation and meaning-based translation. Form-based translation attempts to follow the form of the source language and is known as literal translation, while meaning- based translation that makes every effort to communicate the meaning of source language text in the natural form of the target language. Such translation is called Idiomatic Translation.
Translation types according to Code Jacobson (1959) in Schulte & Biguenet (1992:145) distinguishes three ways of interpreting a verbal sign: it may be translated into other signs of the same language, into another language, or into another code that is nonverbal system of symbols. These three types are succinctly put as follows: a.
Intra-lingual translation or rewording: it is an interpretation of verbal signs by means of other signs of the same language. b.
Inter-lingual translation or translation proper: it is an interpretation of verbal signs by means of some other language.
c.
Inter-semiotic translation or transmutation: it is an interpretation of verbal signs by means of signs of nonverbal signs system.
4. Translation Procedures
According to Suryawinata & Hariyanto (2003:67-68), the procedures can be divided into two types: structural and semantic procedures.
a.
Structural Procedures These procedures which deal with structural problems may be divided into three procedures; they are an addition, subtraction, and transposition.
Addition . It is the addition of words in the target language
as required by the target language structure. Subtraction. It means the reduction of the structural elements in the target language in order to be structurally acceptable. Transposition. This procedure, according to Suryawinata & Hariyanto (2003: 66), is used to translate clauses or sentences. The translator uses this procedure by changing the original structure of the source language in the target language sentences to produce an equivalent effect. The change is made by changing the plural into singular form, the position of adjectives, or the structures of sentences as a whole (Newmark, 1988:85 in Suryawinata & Hariyanto, 2003: 68).
b.
Semantic Procedures In translating, especially for translator need habit in order to speed up the translation process and make it more enjoyable, but they also need new experience to enrich it and complicate it, slow it down, and again, to make it more enjoyable (Robinson, 2003:90).
These procedures are the translation procedures based on the consideration of meaning. The procedures are as follows:
Borrowing . It is the translation procedure which takes the
source language form into the target language one due to a gap in its lexicon (Fawcett, 1997:34). Borrowing, according to Vinay &
Darbelnet, is used to “create a stylistic effect” (Venuti, 2000:84) and as Fedorov says to retain the “shade of specifici ty” (Fawcett, 1997:71).
Descriptive equivalent . As the name implies, a descriptive
equivalent tries to describe meanings or function of the source language (Newmark, 1988: 83-89). This procedure is adopted since the source language word has a close relationship with a culture of the specific word and the use of the cultural equivalent cannot give an expected level of accuracy.
Synonym . This procedure is used if there is no a clear one-
to-one equivalent between the source language and the target equivalent word (Newmark, 1988: 83) and if the use of componential analysis may disturb the plot of the target language sentences (Newmark, 1988: 83-84).
Reduction and expansion . Reduction in this term means the
reduction component of the source language such as “automobile” that becomes “mobil”. An expansion is the opposite of reduction, for example the translation of the word “whale” is “ikan paus” not just paus, since the word paus means “the Pope”.
Addition . Addition in this case, is done on the basis of the
consideration of clarity of meaning. (Suryawinata & Hariyanto, 2003: 74). This procedure is usually applied to help translate words related to culture, technique or other sciences.
Official translation . This procedure makes use of an official
translation that has been standardized by the responsible institution. Omission or deletion. It means the omission of word or a part of the source language text in the target language. The omission is done since the word or the part of the text is not so important for the source language text and is rather difficult to translate (Suryawinata & Hariyanto, 2003: 75).
Modulation . According to Vinay & Dalbenet, it is a
variation of the form of the message obtained by a change in the point of view (Venutii, 2000: 89). This procedure is used for translating phrases, clauses or sentences and it is adopted when a literal meaning cannot produce a natural translation.
5. Translation Method
According to Newmark (1988: 54) there are eight kinds of translation method: a.
Word-for-word translation: in which the SL word order is preserved and the words translated singly by their most common meanings, out of context.
b.
Literal translation: in which the SL grammatical constructions are converted to their nearest TL equivalents, but the lexical words are again translated singly, out of context.
c.
Faithful translation: it attempts to produce the precise contextual meaning of the original within the constraints of the TL grammatical structures.
d.
Semantic translation: which differs from „faithful translation‟ only in as far as it must take more account of the aesthetic value of the SL text.
e.
Adaptation: This is the freest form of translation, and is used mainly for plays (comedies) and poetry: the themes, characters, plots are usually preserved, the SL culture is converted to the TL culture and the text is rewritten.
f.
Free translation: it produces the TL text without the style, form, or content of the original.
g.
Idiomatic translation: it reproduces the „message‟ of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms where these do not exist in the original.
h.
Communicative translation: it attempts to render the exact contextual meaning of the original in such a way that both content and language are readily acceptable and comprehensible to the readership.
Generally, there are three kinds of translations method: literal translation, communicative/dynamic/idiomatic translation, and free translation.
6. The component of the difficulties in translating Indonesian text into
English In linguistic approach to translation, translation problems are defined as the difference in language (lexical, syntactic, and stylistic) between the source and target texts, but in the communicative approach to translation, the translation problem arises when the equivalence in function between the source and target cannot be easily established and the problematic elements are related to cognitive considerations in transformation process (Palumbo, 2009:129).
In phrase structure and compound word in Indonesian generally used pattern D-M (Explained-Explain), the word that explains located after the word that explained. Whereas in English phrase structure used pattern M-D (Explain-Explained) the first word explain the next word (Soewondo, 1994:21). For example: Indonesian language English language
Rumah besar large house Gadis (yang) cantik pretty girl Kursi (yang) rusak
broken chair
Soal (yang) sukar difficult sum
Indonesian and English have the similarities and differences, as adopted from TruAlfa & Indodic.com in Indonesian Journal of English Language Studies in the table below.
Table 2.1 English and Indonesian Similarities and Differences (Adopted from TruAlfa&Indodic.com)Similarities Differences Indonesian English The ways of arranging sentences and paragraphs are similar.
Tenses are not used in Indonesian English has tenses for verbs
Both languages form words in the same way by attaching prefixes and suffixes to root words
Indonesian doesn‟t have gender English has gender (male/female/neuter personal pronouns) Both languages have passive
& active voices – Indonesian uses “di-“ prefix to indicate Indonesian plural concept is understood by context or by the English has a plural suffix “s” the passive voice while English uses the “-ed” suffix. addition of other words or repetition of the same words using hyphen to express the concept of something being “more than one”.
Both languages use similar numbering systems except that Indonesian uses a decimal (dot) instead of a comma as 3 digit separator (be aware that English is inconsistent with terms for large numbers
English uses contractions such as aren‟t, won‟t, etc.
- –American system and British/European system are different Indonesian doesn‟t use contractions such as
aren‟t, won‟t, etc.
Both languages use similar punctuation marks such as commas, periods, parenthesis, question marks, quotation marks, hyphens, etc.
Indonesian sentences almost always have the primary thought or focus on the beginning of the sentence, the main thought comes first and
the adjunct second.
English is more varied and inconsistent.
Symbols are nearly the same for both languages After nouns in Indonesian
Modifying adjectives are usually placed before the noun in English
Capitalization is nearly the same for both languages There are no articles in Indonesian (no a, an or the), although the se- prefix can act in a similar manner such as in secarik = a scrap or sebuah = a piece (of fruit).
English has articles There are many words that are identical to both languages and even more that are very similar. Most spellings for names of the world‟s countries are the same or very similar in both languages.
Indonesian uses the circumfix affix English doesn‟t use the circumfix affix
Indonesian uses figurative forms less frequently than in English
English uses figurative forms a lot more frequently than in Indonesian
Indonesian does not change the verb. (Example: “I go, you go, he goes” – “I go” is 1st person singular and “he goes” is 3rd person singular with “goes” as a different spelling of
English has different spellings for 3rd person singular verbs
“go”.) Indonesian uses hyphens English uses hyphens for repetition of the same to form adjectives & word or almost-same nouns from differing words (reduplication, word, compounding expressing repetition or them with the indicating things smaller combined meaning than real size like toys). (e.g. life-giving = adj.).
a.