A TRANSLATION ANALYSIS OF THEMATIZATION IN BILINGUAL SCIENCE TEXTBOOKS OF GRADE X.
(Mii.IK P'ERPUSTAKAilli)
! UNIMED
\.~
I
.•
-
ATRANSLATION ANALYSIS OF THEMATIZATION
IN BILINGUAL SCIENCE TEXTBOOKS OF GRADE X
A THESIS
Submitted to the English Applied Linguistics Study Program
In Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By
NINING SUDARWITA
Registration Number : 082188330041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2011
._____.
A TRANSLATION ANALYSIS
OF THEMATIZATION IN BILINGUAL
SCIENCE TEXTBOOKS OF GRADE X
By
NINJNG SUDARWIT A
E nglish Applied Linguistics Study Program Postgraduate School State
University ofMcdan
Approved by
Adviser Commission
~ESP.
First Adviser
·~
NIP. 195704121984031001
APPROVAL
This thesis was examined on March 3rd, 2011 by the Board of Examiners
Board of Examiners
Dr. Eddy Setia, M.Ed, TESP.
NIP. 195704121984031001
Prof. Tina Mariany A, M.A., Ph. D.
NIP. 19440302 196902 2 001
Prof. Amrin Saragih, M.A., Ph. D.
NIP. 19550113 198203 1 002
Dr. Syahron Lubis, M.A.
NIP.19511013197603001
Dr.Didik Santoso, M. Pd.
NIP.196104251986012001
ACKNOWLEDGEMENTS
It is really very difficult for the writer to begin expressing her thankfulness
that at last, this academic work can be completed in due course. She has to confess
that all problems can be solved and especially the problem in the process of writing
this thesis. It would be impossible to mention all the names but some should be stated
in the following.
First and foremost, a since gratitude to Allah Swt, for this B lessing, and
Guidance, and also the health and luck that has always been given to her.
Next, she would like to express her thankfulness to Dr.Drs.Eddy Setia, M .
Ed. TESP: her first Adviser, for his criticism, suggestion and valuable comments that
have slaped this thesis.
A very special appreciation is offered to Prof.Hj. Tina Mariany Arifin M.A.
Ph.D., for her marvelous idea, support and attention especially sharing her valuable
time for the completing of thesis. She is a special lecturer with a very good
knowledge of how to handle the student problems
To Prof. Dr. Busmin Gurning, M.Pd ., and Prof. Dr. Lince Sihombing,
M.Pd., as the head and secretary of English Applied Linguistics Program who have
assisted me in processing all administrative requirements during the process of my
studying this program.
iii
Special thanks to Prof. Amrin Saragih, M.A.-·Ph.D.,Dr.Syahron Lubis
M.A., and Dr.Didik Santoso M.P.d., as reviewers and examiners for the valuable
inputs to be included in this thesis.
Her sincere indebtedness is rendered to her beloved father, Aim. Suwito,
and her mother, Hj. Syamsidar for their endless love, and her lovely sister,Novalia
Sari AM.Keb. who is always annoying her.
Her appreciation goes to all her friends Intake XIV at the English Applied
Linguistics Study Program, Post Graduate School, especially Herina and Surya who
are a lways fight together for this "green table" (Thesis Examination). All of her
friends that always give wann supports,K'Indri,Yeni,K'Susan,Imah,Dian,Uti,Anim
and Dian.It seems impossible to name all those who are very helpful to her,but they
deserve her special thankfullness.
May God Bless us!
Medan, March 3,2011
The "WTiter,
Nirung Sudarwita
RegistrationNwnber: 082188330041
IV
ADSTRACT
Sudarwita Nining. A Translation Analysis ofThematization in Bilingual
ScienceTextbooks of Grade X. A Thesis. English Applied
Linguistics Study Program. Postgraduate School.State
University ofMedan.2011.
This research deals with the analysis of thematization in the process of
translation in bilinguals (English-Indonesian) scientific textbooks (Biology,
Chemistry, and Physics) used for Grade X of Senior High School. There are four
main objectives of this research in conjunction with the research problems. Firstly, to
describe and find out whether all types of thematization can be found in the source
text (ST) and target text (TT). Secondly, to describe the dominant theme found in
both ST and TT. Thirdly, to describe why certain theme is dominant. And the last one
is to describe the topical theme shift in source language and target language. The
method used in doing the research was descriptive qualitative with the specification
of content analysis. The objects of this study are clauses in the three bilingual
textbooks. The analysis was focused on the thematization ofboth languages and their
process of translating the clauses. Based of the research findings, it can be found that,
the four types of thematization i.e. (1) Single Marked Theme (SMT), 2. Single
Unmarked Theme (SUM), 3. Multiple Marked Theme (MMn, 4. Multiple
Unmarked Theme (MUT) are found in the three textbooks. Secondly, the fust type of
thematization (SMT) is the dominant one in both ST and TT in the three textbooks
(Biology=57,6%; Physics=43,2%; and Chemistry=54,6%). Thirdly, SMT is the types
of thematization that is usually used in definition and clarification type of text. Last,
there are some topical shifts in the process of translation. So, the implications are (i)
analyzing thematization in bilingual scientific textbooks is very needed in order to
identify the its types; (ii) the identification of the dominant thematization types in
textbooks may result the ease in understanding them; (iii) the dominant of
thematization types in a textbook as the indication of the genre type of the textbooks.
The conclusion is the textbooks were translated by using literal translation because
the number of the topical shifts are very small.
ABSTRAK
Nining Sudarwita. Analisis Tematisasi dalam Proses Penerjemahan Buku Ilmiah
Dwibahasa (Bahasa lnggris-Bahasa Indonesia) yang
Digunakan Oleh Siswa Kelas X SMA. Linguistik Terapan
Babasalnggris.Pasca Sarjana. Universitas Negeri Medan.2011
Penelitian ini tentang analisis tematisasi dalam proses penerjemahan buku
ilmiah dwibahasa (bahasa Inggris-bahasa Indonesia) yaitu Biologi, Fisika, dan Kimia
yang digwmkan oleh siswa kelas X SMA. Ada empat tujuan utama penelitian ini.
Yang pertama adalah mendeskripsikan dan menemukan tipe-tipe tematisasi apasaja
yang dijumpai dalam ketiga buku teks baik teks sumber(TS) maupun teks target (TT).
Kedua,tipe tematisasi apa yang mendominasi kedua jenis teks yang dimaksud.Ketiga,
mendeskripsikan alasan tema tertentu yang mendominasi ketiga buku teks tersebut.
Dan terakhir, mendeskripsikan pergeseran tema topical dalam proses
penerjemahannya. Metode yang digunakan dalam kajian ini adalah metode deskriptif
kualitatif dan lebih difokuskan pada analisis isi. Objek kajiannya adalah klausa yang
terdapat dalam teks sumber untuk melihat perubahan pergeseran penerjemahan yang
dilakukan. Dari analisis yang diperoleh dapat disimpulkan bahwa empat tipe
tematisasi (l) Tema Bermarkah Tunggal ( TBT), (2) Tema Takbermarkah Majemuk
(TIM) ditemukan di ketiga buku teks. Yang kedua, tipe tema pertama, yaitu TBT
merupakan tipe tema yang mendominasi ( Biologi = 57,6%; Fisika = 43,2%; dan
K.imia = 54,6%). Ketiga, tipe tematisasi TBT merupakan tipe yang kerap dipakai
dalam teks yang berkaitan dengan definisi dan klarifikasi. Dan yang terakhir, adanya
bcberapa pergeseran topik dalam proses penexjemah ketiga buku teks yang dimaksud.
Jadi implikasinya adalah (i) menganalisa tematisasi pada buku ilmiah dari bahasa
( bahasa Inggris - bahasa Indonesia) adalah sangat dibutuhkan agar dapat
mengidentifikasi tipe - tipe tersebut; (ii) identifikasi yang dominan dari tipe - tipe
tematisasi adalah ketiga buku teks yang menghasilkan pemahaman yang baik; (iii).
Tipe - tipe tematisasi yang mendominasi pada buku teks menunjukkan tipe dari buku
teks tersebut. Kesimpulannya adalah bahwa teks dianalis dengan menggunakan
metode texjemahan harafiah karena jumlah pergeserannya tidak banyak dijumpai.
lVI
ll
TABLE OF CONTENTS
Page
ABSTRACT .. ....... ... ....... .. ..... .. .... .......... ..... . . ...... ....... .. .... ..... . .
ACKNOWLEDGEMENTS ......... ..................................................................
TABLE OF CONTENTS ... ..... ... ...... .. ...... ..... .... .. .. ........ .. ... ... ......
LIST OFT ABLES .. . . . .. .. . . . . .. . .. .. . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . .. . . .
LIST OF APPENDICES .. . ........ ....... ................... ....... .. ... .... .......
II
tv
VII
vm
CHAPTER I : INTRODUCTION ....................................... ..... . .... ..
l.l Background of the Study ............... .. ..... ... ...... .. ......
1.2 Focus of the study ... ...... .. .... ... .. .. .. ... ... . . . .. . .. .... .. ..
5
1.3 Objective of the Study ... . ........ .. . .. . .. ..... .. . .. . . . .. . .. ...
6
1.4 Scope of the Study.. .. ..... .. ...... ....... .. ............. .......
6
1.5 Significance of the Study ... ...... .. . ..... .. .. . .. ... . . . .. . .. ...
6
CHAPTER II: REVIEW OF LITERATURE ....................................
8
. .... ........... .... .. .... . ... ....... ... .... ..... ... . .
8
2.2 Types ofTranslation ............................ : . ..... ... ...... .
9
2.1 Translation
2.3 Translation Shift
12
2.3.1 Equivalence in Translation .. . .... .... .... .......... .. .
2.4 Systemic Functional Linguistics (SFL) ............. ....... .
2.4.1 Language as a System of Choice ...... ........... .
2.5 Language Metafunction ...... ... ... ..... ... .. .. ....... ..... .. .
2.5.1 Ideational Metafunction .. . . ... .. ...... ... ... . . .. . .....
13
17
19
23
24
2.5.l.l Experiential Function ... .. .. .. ... . . . . . . ... . ..
24
2.5 .1.2
25
2.5.2 Interpersonal
Funct
~ on
.. ..... ..... ... ... . ... . . .....
26
2.5.3 Textual Metafunction . . . . . . . .. . . . . . . . . . . . ... . . . . . . . .
26
2.6 Thematization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.6.1 Types of Theme
v
29
34
2.6.1.1 Marked Theme . . . . .. . . . . . . .. ..... .... .
35
2.6.1.2 Unmarked Theme .. .. .. .. .. .. .. .. .. .. .
36
CHAPTER III: RESEARCH METHOD . .. .. . .. . .. . .. . .. . ... . .. .. . ... . . . . . .. . . .. .... 37
3.\ Research Design . . . . .. . .. . .. .. . . .. . .. .. . . . . . . . ... . . . . . . . . . . . . .. ...
37
3.2 Data Source . .. .. .. .. . . .. .. .. . .. . . . .. .. . .. . .. .. . .. . . .. .. . . . . .. .. .. .
38
3.3 Technique of Data Collection.... ............... .. .. ............
39
3.4 Technique of Data Analysis........................ .......... ..
39
CHAPTER IV: DATA ANALYSIS ,FINDINGS, AND DISSCUSSION
-
4.1 Data Analysis......................................................
40
4.1.1 Types ofThematization.............................. ....
40
4.1.1.1 Single Marked Theme (SMT) .. .. .. .. .. ..
40
4.1.1.2 Single Unmarked Theme (SUT) .........
46
4.1. 1.3 Multi Marked Theme (MMT) ........... .
49
4.1.1.4 Multi Unmarked Theme (MUT) ........ .
52
4.1.2 Dominant Thematization ........................................ .
55
4.1.3 Dominant of Theme ........ . :......................... .
61
4.1.4 Topical Theme Shift................................................
61
4.2 Findings............................................................................
67
4.3 Discussion ................................................ :.......................
69
CHAPTER V: CONCLUSmNs, IMPLICATIONS AND SUGGESTIONS
71
72
5.2 Implications
-~·
.... .
vi
........
·
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..
.
....................
0
••
•
•••
73
5.3 Suggestions . . . . . . ...... .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
74
LIST OF APPENDICES ........ ..... ....... .......... ............... ......... ........... 79-136
VII
USi OF TABLES
TABLE
Page
2.2 The Classification of Theme and Its complexity and Markedness...... 35
3.1
4.1
.
38
The Percentage ofTypes of Thematization .......... .. .. ... .... .. .. ......
...
Vlll
56
LIST OF APPENDICES
Page
APPENDICES
A Biology ....... .... ...................... ......... .... .... ................... 73
B Physics ... .. ... . ... . ............... . ...... . ... .... ..... .... .. ...... .... ..... I 07
C Chenlistry ... ....... .......... ... .... ...... ......... ......... .. .. ..... ...... 120
ix
CHAPTER I
INTRODUCTION
1.1
Background of the Study
The translation of scientific texts is an essential need in the modem
Indonesian context since most of the scientific texts are written in English and most
of all, at present, there are tendencies of establishing international schools in the
levels of primary up to university. The foreign language development (especially
English) not only mean as the development of vocabulary but also the uses of
language in the domains of science and technology. Within the Indonesian context,
whenever the scientific texts are translated, the gap in the terminology are filled either
by coining terms through borrowing or adapting
English words into Indonesian
language system. The gap can also be found in the translating system (from the level
of morpheme, word, phrase/group, clause, and even text) where the bilingual
scientific textbooks are composed.
English language development must be an integral objective of all science
instruction. It is important to incorporate vocabulary development into science
lessons both to ensure that students understand the science and to improve their
English language skills. Teachers should review the English terms or names to be
used in a lesson before it is begun; help students label with stickers items to be used
in an experiment and verbally describe what they are doing, by using language
appropriate to the students; proficiency level. They should follow up by asking
students to repeat the activity and describe it in their own words.
One way for students to develop English language skills is for them to carry
out investigations within a group of students with varying levels of English
profiCiency, and to engage in follow through activities that motivate them to use
English. Examples of such activities include writing swnmaries of the procedures
used and results of their investigations, preparing a verbal presentation on it, and
drawing a picture of it and explaining the picture in writing or verbally. By using
bilingual textbooks, the studen!S are expected to be able to explain items related to the
subject matters through the English translation versions.
Related to composing or writing scientific textbooks, it is known that the
basic ground of a scientific study is the continuous relationship between a cause and
its effect. In other words, wherever there is a cause there is an effect. In the modem
context the term 'Science' is moved away from its original definition and is presently
used for areas of study which do not show the relationship between cause and effect
in a traditional sense. Sciences such as political science, psychology, etc. fall under
this category. In the modem world the areas of knowledge are divided mainly in three
categories, i.e. (1) Natural Sciences, (2) Social Sciences, and (3) Humanities. The
Natural Sciences study, natural phenomenon which are not man-made. Social
Sciences concentrate on the study of human behavior and humanism. The areas under
Humanities try to explore aesthetic and creative aspects of human mind. In fact, these
three categories are not mutually unrelated but one finds a narrowness of approach in
2
these areas-·of study. For instance, Psychology on one hand is related to the Neuroscience and on the other to Social Sciences since the human being is created as the
result of a natural process and the society controls his/her social behavior. Related to
this research, the bilingual scientific textbooks as the data resources are Physics,
Chemistry, and Biology textbooks that are used for Grade X of Private Senior High
School (Sekolah Menengah Atas: SMA) Dwitunggal, which is located on Jalan
Tanjung Morawa km 14.5 Tanjung Morawa, Medan.
Scientific text, whether in original or in translation, is different nom other
texts because scientific text is factual and information-oriented. The language of a
scientific text is clear, simple, and unambiguous. Since science is an objective In its
approach, the language of a scientific text is also more objective and subjectivity of
the author is kept out of it (Fries, 2001 :2-19). Within science itself, the language
may vary according to the area under study. For example, the language of Physics
may vary from the language of Chemistry. However, both are objective in their
presentations of the subject. In other words, the language of scientific texts is more
specific, making the texts more clear and unambiguous as opposed to the literary text
where language is often subjective. The language of a scientific text, as opposed to
the language of literary texts, is factual in its content. Every word is concrete and real.
The style is not figurative and the language is semantically single layered and less
ambiguous. But, in the process of transferring the contents of the original text written
in Indonesian language as the source text (ST) into English as the target text (TT),
especiaHy those that are related to thematization there are some difficulties found
•
3
which are caused by the difficulties are caused by the differences in grammatical
rules of the STand IT.
l
Apart from describing the fundamental elements of translating and setting
translation into the context of historical changes in principles and procedures over the
'
last two centuries, and with his/her emphasis on text being understood within their
central contexts, it is believed that translating a scientific text contains familiarity
with sentences in different languages. It is also believed that if translating scientific
materials from a language contributing to the progress of science is diffic ult, then
translating scientific materials from a language that is outside the domain of science
would extremely difficult.
The focus of the analysis in this thesis is on the process of translation
especially those that are related to thematization (the process of constructing theme
and rheme in each clause of the texts). Before proceeding to the thematic analysis in
part three, it is necessary to define the terms and method used to discuss
thematization at each level of discourse, starting with the clause level and moving
upward to the paragraph level. The discussion on thematization is under the
umbrealla of functional grammar. Thomson, (2004:118) explains that in functional
grammar, repetition, conjunction and thematization are regarded as three of the main
ways in which textual meanings are constructed in a text. In "this analysis the writer
just concentrates in analyzing thematization. Repetition and conjunction are not
included in the analysis.
.
4
Brown & Yule (1983:133-134) mention that thematization as a discoursal
rather than simply a sentential process. What a speaker or writer puts first will
influence the interpretation of everything that follows. A more general, more
inclusive term than tematization (which refers only to the linear organization of text)
is callec 'staging' .
Theme, according to Halliday (1994:38) thematization is one element in a
particular structural configuration which, taken as a whole, organized the clause as a
message; this is configuration of Theme + Rheme. A message consists of Theme
combined with Rheme. Within that configuration, the Theme is the starting-point for
the message; it is the ground from which the clause is taking off. (for detail, see
chapter 2: Review of Related Literature).
1.2
Focus of the Study
As mentioned in the background of the present study, the ultimate goals of
this study are three folds, i.e. ( 1) translation analysis, (2) thematization, and (3)
bilingual scientific textbooks. Thematization is the core subject that will be analyzed.
In line with this, the problems of the study can be formulated as the followings,
1) What types of thematization are there in source text and target text?
2) What is the dominant thematization type found in source text (ST) and
target text (TT)?
3) Why the certain theme can be dominant?
4) How is the topical theme shift in source language and target language?
5
1.3 Objective of the Study
Finding the answers of the research questions is the most important objective of
this study. This study is mainly intended for the following objectives.
(I) to describe the themes in source text and target text,
(2) to describe the dominant theme found in STand TT,
(3) to describe why certain theme is dominant,
(4) to describe the topical theme shift in STand TT.
1.4 Scope of the Study
The study in this thesis is limited on the discussion of thematization in the
process of
transl~io
of source text (ST) to target text (TT). All types of
thematization, i.e. marked and unmarked themes will be analyzed in bilinguals
science textbooks. There are three science textbooks altogether that are anal:yzed as
the data source, i.e. Physics, Chemistry, and Biology.
1.5 Significance of the Study
The results of the analysis are expected to have both theoretical and practical
importance to both translation as a process and product, especially within the frame
of translating themes in ST into the IT.
I. Theoretically, the results of the analysis are expected to enhance the
theories of translation studies and to support the empirical evidences
6
of the importance of translation studies in transforming messages from
one linguistic aspect, i.e. thematization.
2. Practically, the results of the analysis are expected as an informative
I
feedback to the Indonesian - English or vice versa concerning on
•
thernatization.
3. The results of the research are also intended to be used as a reference
in translation studies.
~
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7
CHAPTER V
CONCLUSIONS, IMPLICATION AND SUGGESTION
5.1 Condu.sions
From the results of thematization research on three bilingual scientific books
for grade X. Le. Biology. Chemistry, and Physics, therefore it can be concluded that:
(1)
There are four types of thematization that can be identified in analyzing the
theme of the clauses. They are (1) Single Marked Theme (SMT), (2) Single
Unmarked Theme (SUT). (3) Multiple Marked Theme (MMT). and (4) Multiple
Unmarked Theme (MUT).
The four types of thematization are found in the three bilingual textbooks being
anaiyzes- Biology, Physics. and Chemistry.
(3) From the identification of the types of Thematization from 300 hundreds clauses
of both SL and TL in the three bilingual textbooks (=900 clauses altogether), it is
found that the dominant type of thematization is as the following:
The percentage of Single Marked Theme (SMT) types for both Biology SL and
TL text are the same, i.e. (57%);
(i)
The percentage of Single Marked Theme (SMT) types f~r
both Physics SL and
TL text are the same, i.e. (43,2%);
(ii)
The percentage of Single Marked Theme (SMT) types for
and TL text are the same. i.e. (54.6 %);
71
bot:Jl Chemistry SL
(4) A theme is something other than the subject, in a declarative clause is called
marked theme. This type of theme is identified by (I) adverbial group (suddenly,
today, etc.), (2) prepositional phrase (in the other hand, at last, etc.) functioning
as adjunct in the clause. For multiple marked theme (MMT) the elements that
tend to occur thematically are (I) conjunctive and modal Adjuncts, (2)
conjunctions and relatives.
(5) Single Marked Theme (SMT) as the dominant type of theme in scientific
textbooks because it is used for defining and describing something. One of the
types of scientific textbook is descriptive explanatory texts. This type of text
functions to describe one topic discussion chronologically. The thematic
structure used in chronological events begin with such kinds of adverbial group
and prepositional phrase that function as adjuncts. The function of these adjunct
is to make the texts cohesive and coherence. As a result, the flow of events can
be understood easily.
5.2
Implications
The implications· are (i) analyzing thematization in bilingual scientific textbooks
is very needed in order to identify the its types; (ii) the identification of the dominant
thematization types in textbooks may result the ease in understanding them; (iii) the
dominant of thematization types in a textbook as the indication of the genre type of
the textbooks.
12
5.3 Su_ggestions
The research about thematization in the process of translation in bilingual
(English-Indonesian) scientific textbooks is mainly for proposing the process of
translating the theme (subject) of the clauses. Besides. identifying the types of
thematization of the textbooks is also very important because it can be a way of
understanding textbooks easily.
It is hoped that similar kind of research can be done by anyone about any
kinds of textbooks since this type of research will be benefit for those who are
interested in both translation process and analyzing themes of the clauses.
13
! UNIMED
\.~
I
.•
-
ATRANSLATION ANALYSIS OF THEMATIZATION
IN BILINGUAL SCIENCE TEXTBOOKS OF GRADE X
A THESIS
Submitted to the English Applied Linguistics Study Program
In Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By
NINING SUDARWITA
Registration Number : 082188330041
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2011
._____.
A TRANSLATION ANALYSIS
OF THEMATIZATION IN BILINGUAL
SCIENCE TEXTBOOKS OF GRADE X
By
NINJNG SUDARWIT A
E nglish Applied Linguistics Study Program Postgraduate School State
University ofMcdan
Approved by
Adviser Commission
~ESP.
First Adviser
·~
NIP. 195704121984031001
APPROVAL
This thesis was examined on March 3rd, 2011 by the Board of Examiners
Board of Examiners
Dr. Eddy Setia, M.Ed, TESP.
NIP. 195704121984031001
Prof. Tina Mariany A, M.A., Ph. D.
NIP. 19440302 196902 2 001
Prof. Amrin Saragih, M.A., Ph. D.
NIP. 19550113 198203 1 002
Dr. Syahron Lubis, M.A.
NIP.19511013197603001
Dr.Didik Santoso, M. Pd.
NIP.196104251986012001
ACKNOWLEDGEMENTS
It is really very difficult for the writer to begin expressing her thankfulness
that at last, this academic work can be completed in due course. She has to confess
that all problems can be solved and especially the problem in the process of writing
this thesis. It would be impossible to mention all the names but some should be stated
in the following.
First and foremost, a since gratitude to Allah Swt, for this B lessing, and
Guidance, and also the health and luck that has always been given to her.
Next, she would like to express her thankfulness to Dr.Drs.Eddy Setia, M .
Ed. TESP: her first Adviser, for his criticism, suggestion and valuable comments that
have slaped this thesis.
A very special appreciation is offered to Prof.Hj. Tina Mariany Arifin M.A.
Ph.D., for her marvelous idea, support and attention especially sharing her valuable
time for the completing of thesis. She is a special lecturer with a very good
knowledge of how to handle the student problems
To Prof. Dr. Busmin Gurning, M.Pd ., and Prof. Dr. Lince Sihombing,
M.Pd., as the head and secretary of English Applied Linguistics Program who have
assisted me in processing all administrative requirements during the process of my
studying this program.
iii
Special thanks to Prof. Amrin Saragih, M.A.-·Ph.D.,Dr.Syahron Lubis
M.A., and Dr.Didik Santoso M.P.d., as reviewers and examiners for the valuable
inputs to be included in this thesis.
Her sincere indebtedness is rendered to her beloved father, Aim. Suwito,
and her mother, Hj. Syamsidar for their endless love, and her lovely sister,Novalia
Sari AM.Keb. who is always annoying her.
Her appreciation goes to all her friends Intake XIV at the English Applied
Linguistics Study Program, Post Graduate School, especially Herina and Surya who
are a lways fight together for this "green table" (Thesis Examination). All of her
friends that always give wann supports,K'Indri,Yeni,K'Susan,Imah,Dian,Uti,Anim
and Dian.It seems impossible to name all those who are very helpful to her,but they
deserve her special thankfullness.
May God Bless us!
Medan, March 3,2011
The "WTiter,
Nirung Sudarwita
RegistrationNwnber: 082188330041
IV
ADSTRACT
Sudarwita Nining. A Translation Analysis ofThematization in Bilingual
ScienceTextbooks of Grade X. A Thesis. English Applied
Linguistics Study Program. Postgraduate School.State
University ofMedan.2011.
This research deals with the analysis of thematization in the process of
translation in bilinguals (English-Indonesian) scientific textbooks (Biology,
Chemistry, and Physics) used for Grade X of Senior High School. There are four
main objectives of this research in conjunction with the research problems. Firstly, to
describe and find out whether all types of thematization can be found in the source
text (ST) and target text (TT). Secondly, to describe the dominant theme found in
both ST and TT. Thirdly, to describe why certain theme is dominant. And the last one
is to describe the topical theme shift in source language and target language. The
method used in doing the research was descriptive qualitative with the specification
of content analysis. The objects of this study are clauses in the three bilingual
textbooks. The analysis was focused on the thematization ofboth languages and their
process of translating the clauses. Based of the research findings, it can be found that,
the four types of thematization i.e. (1) Single Marked Theme (SMT), 2. Single
Unmarked Theme (SUM), 3. Multiple Marked Theme (MMn, 4. Multiple
Unmarked Theme (MUT) are found in the three textbooks. Secondly, the fust type of
thematization (SMT) is the dominant one in both ST and TT in the three textbooks
(Biology=57,6%; Physics=43,2%; and Chemistry=54,6%). Thirdly, SMT is the types
of thematization that is usually used in definition and clarification type of text. Last,
there are some topical shifts in the process of translation. So, the implications are (i)
analyzing thematization in bilingual scientific textbooks is very needed in order to
identify the its types; (ii) the identification of the dominant thematization types in
textbooks may result the ease in understanding them; (iii) the dominant of
thematization types in a textbook as the indication of the genre type of the textbooks.
The conclusion is the textbooks were translated by using literal translation because
the number of the topical shifts are very small.
ABSTRAK
Nining Sudarwita. Analisis Tematisasi dalam Proses Penerjemahan Buku Ilmiah
Dwibahasa (Bahasa lnggris-Bahasa Indonesia) yang
Digunakan Oleh Siswa Kelas X SMA. Linguistik Terapan
Babasalnggris.Pasca Sarjana. Universitas Negeri Medan.2011
Penelitian ini tentang analisis tematisasi dalam proses penerjemahan buku
ilmiah dwibahasa (bahasa Inggris-bahasa Indonesia) yaitu Biologi, Fisika, dan Kimia
yang digwmkan oleh siswa kelas X SMA. Ada empat tujuan utama penelitian ini.
Yang pertama adalah mendeskripsikan dan menemukan tipe-tipe tematisasi apasaja
yang dijumpai dalam ketiga buku teks baik teks sumber(TS) maupun teks target (TT).
Kedua,tipe tematisasi apa yang mendominasi kedua jenis teks yang dimaksud.Ketiga,
mendeskripsikan alasan tema tertentu yang mendominasi ketiga buku teks tersebut.
Dan terakhir, mendeskripsikan pergeseran tema topical dalam proses
penerjemahannya. Metode yang digunakan dalam kajian ini adalah metode deskriptif
kualitatif dan lebih difokuskan pada analisis isi. Objek kajiannya adalah klausa yang
terdapat dalam teks sumber untuk melihat perubahan pergeseran penerjemahan yang
dilakukan. Dari analisis yang diperoleh dapat disimpulkan bahwa empat tipe
tematisasi (l) Tema Bermarkah Tunggal ( TBT), (2) Tema Takbermarkah Majemuk
(TIM) ditemukan di ketiga buku teks. Yang kedua, tipe tema pertama, yaitu TBT
merupakan tipe tema yang mendominasi ( Biologi = 57,6%; Fisika = 43,2%; dan
K.imia = 54,6%). Ketiga, tipe tematisasi TBT merupakan tipe yang kerap dipakai
dalam teks yang berkaitan dengan definisi dan klarifikasi. Dan yang terakhir, adanya
bcberapa pergeseran topik dalam proses penexjemah ketiga buku teks yang dimaksud.
Jadi implikasinya adalah (i) menganalisa tematisasi pada buku ilmiah dari bahasa
( bahasa Inggris - bahasa Indonesia) adalah sangat dibutuhkan agar dapat
mengidentifikasi tipe - tipe tersebut; (ii) identifikasi yang dominan dari tipe - tipe
tematisasi adalah ketiga buku teks yang menghasilkan pemahaman yang baik; (iii).
Tipe - tipe tematisasi yang mendominasi pada buku teks menunjukkan tipe dari buku
teks tersebut. Kesimpulannya adalah bahwa teks dianalis dengan menggunakan
metode texjemahan harafiah karena jumlah pergeserannya tidak banyak dijumpai.
lVI
ll
TABLE OF CONTENTS
Page
ABSTRACT .. ....... ... ....... .. ..... .. .... .......... ..... . . ...... ....... .. .... ..... . .
ACKNOWLEDGEMENTS ......... ..................................................................
TABLE OF CONTENTS ... ..... ... ...... .. ...... ..... .... .. .. ........ .. ... ... ......
LIST OFT ABLES .. . . . .. .. . . . . .. . .. .. . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . .. . . .
LIST OF APPENDICES .. . ........ ....... ................... ....... .. ... .... .......
II
tv
VII
vm
CHAPTER I : INTRODUCTION ....................................... ..... . .... ..
l.l Background of the Study ............... .. ..... ... ...... .. ......
1.2 Focus of the study ... ...... .. .... ... .. .. .. ... ... . . . .. . .. .... .. ..
5
1.3 Objective of the Study ... . ........ .. . .. . .. ..... .. . .. . . . .. . .. ...
6
1.4 Scope of the Study.. .. ..... .. ...... ....... .. ............. .......
6
1.5 Significance of the Study ... ...... .. . ..... .. .. . .. ... . . . .. . .. ...
6
CHAPTER II: REVIEW OF LITERATURE ....................................
8
. .... ........... .... .. .... . ... ....... ... .... ..... ... . .
8
2.2 Types ofTranslation ............................ : . ..... ... ...... .
9
2.1 Translation
2.3 Translation Shift
12
2.3.1 Equivalence in Translation .. . .... .... .... .......... .. .
2.4 Systemic Functional Linguistics (SFL) ............. ....... .
2.4.1 Language as a System of Choice ...... ........... .
2.5 Language Metafunction ...... ... ... ..... ... .. .. ....... ..... .. .
2.5.1 Ideational Metafunction .. . . ... .. ...... ... ... . . .. . .....
13
17
19
23
24
2.5.l.l Experiential Function ... .. .. .. ... . . . . . . ... . ..
24
2.5 .1.2
25
2.5.2 Interpersonal
Funct
~ on
.. ..... ..... ... ... . ... . . .....
26
2.5.3 Textual Metafunction . . . . . . . .. . . . . . . . . . . . ... . . . . . . . .
26
2.6 Thematization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.6.1 Types of Theme
v
29
34
2.6.1.1 Marked Theme . . . . .. . . . . . . .. ..... .... .
35
2.6.1.2 Unmarked Theme .. .. .. .. .. .. .. .. .. .. .
36
CHAPTER III: RESEARCH METHOD . .. .. . .. . .. . .. . .. . ... . .. .. . ... . . . . . .. . . .. .... 37
3.\ Research Design . . . . .. . .. . .. .. . . .. . .. .. . . . . . . . ... . . . . . . . . . . . . .. ...
37
3.2 Data Source . .. .. .. .. . . .. .. .. . .. . . . .. .. . .. . .. .. . .. . . .. .. . . . . .. .. .. .
38
3.3 Technique of Data Collection.... ............... .. .. ............
39
3.4 Technique of Data Analysis........................ .......... ..
39
CHAPTER IV: DATA ANALYSIS ,FINDINGS, AND DISSCUSSION
-
4.1 Data Analysis......................................................
40
4.1.1 Types ofThematization.............................. ....
40
4.1.1.1 Single Marked Theme (SMT) .. .. .. .. .. ..
40
4.1.1.2 Single Unmarked Theme (SUT) .........
46
4.1. 1.3 Multi Marked Theme (MMT) ........... .
49
4.1.1.4 Multi Unmarked Theme (MUT) ........ .
52
4.1.2 Dominant Thematization ........................................ .
55
4.1.3 Dominant of Theme ........ . :......................... .
61
4.1.4 Topical Theme Shift................................................
61
4.2 Findings............................................................................
67
4.3 Discussion ................................................ :.......................
69
CHAPTER V: CONCLUSmNs, IMPLICATIONS AND SUGGESTIONS
71
72
5.2 Implications
-~·
.... .
vi
........
·
·~-
..
.
....................
0
••
•
•••
73
5.3 Suggestions . . . . . . ...... .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
74
LIST OF APPENDICES ........ ..... ....... .......... ............... ......... ........... 79-136
VII
USi OF TABLES
TABLE
Page
2.2 The Classification of Theme and Its complexity and Markedness...... 35
3.1
4.1
.
38
The Percentage ofTypes of Thematization .......... .. .. ... .... .. .. ......
...
Vlll
56
LIST OF APPENDICES
Page
APPENDICES
A Biology ....... .... ...................... ......... .... .... ................... 73
B Physics ... .. ... . ... . ............... . ...... . ... .... ..... .... .. ...... .... ..... I 07
C Chenlistry ... ....... .......... ... .... ...... ......... ......... .. .. ..... ...... 120
ix
CHAPTER I
INTRODUCTION
1.1
Background of the Study
The translation of scientific texts is an essential need in the modem
Indonesian context since most of the scientific texts are written in English and most
of all, at present, there are tendencies of establishing international schools in the
levels of primary up to university. The foreign language development (especially
English) not only mean as the development of vocabulary but also the uses of
language in the domains of science and technology. Within the Indonesian context,
whenever the scientific texts are translated, the gap in the terminology are filled either
by coining terms through borrowing or adapting
English words into Indonesian
language system. The gap can also be found in the translating system (from the level
of morpheme, word, phrase/group, clause, and even text) where the bilingual
scientific textbooks are composed.
English language development must be an integral objective of all science
instruction. It is important to incorporate vocabulary development into science
lessons both to ensure that students understand the science and to improve their
English language skills. Teachers should review the English terms or names to be
used in a lesson before it is begun; help students label with stickers items to be used
in an experiment and verbally describe what they are doing, by using language
appropriate to the students; proficiency level. They should follow up by asking
students to repeat the activity and describe it in their own words.
One way for students to develop English language skills is for them to carry
out investigations within a group of students with varying levels of English
profiCiency, and to engage in follow through activities that motivate them to use
English. Examples of such activities include writing swnmaries of the procedures
used and results of their investigations, preparing a verbal presentation on it, and
drawing a picture of it and explaining the picture in writing or verbally. By using
bilingual textbooks, the studen!S are expected to be able to explain items related to the
subject matters through the English translation versions.
Related to composing or writing scientific textbooks, it is known that the
basic ground of a scientific study is the continuous relationship between a cause and
its effect. In other words, wherever there is a cause there is an effect. In the modem
context the term 'Science' is moved away from its original definition and is presently
used for areas of study which do not show the relationship between cause and effect
in a traditional sense. Sciences such as political science, psychology, etc. fall under
this category. In the modem world the areas of knowledge are divided mainly in three
categories, i.e. (1) Natural Sciences, (2) Social Sciences, and (3) Humanities. The
Natural Sciences study, natural phenomenon which are not man-made. Social
Sciences concentrate on the study of human behavior and humanism. The areas under
Humanities try to explore aesthetic and creative aspects of human mind. In fact, these
three categories are not mutually unrelated but one finds a narrowness of approach in
2
these areas-·of study. For instance, Psychology on one hand is related to the Neuroscience and on the other to Social Sciences since the human being is created as the
result of a natural process and the society controls his/her social behavior. Related to
this research, the bilingual scientific textbooks as the data resources are Physics,
Chemistry, and Biology textbooks that are used for Grade X of Private Senior High
School (Sekolah Menengah Atas: SMA) Dwitunggal, which is located on Jalan
Tanjung Morawa km 14.5 Tanjung Morawa, Medan.
Scientific text, whether in original or in translation, is different nom other
texts because scientific text is factual and information-oriented. The language of a
scientific text is clear, simple, and unambiguous. Since science is an objective In its
approach, the language of a scientific text is also more objective and subjectivity of
the author is kept out of it (Fries, 2001 :2-19). Within science itself, the language
may vary according to the area under study. For example, the language of Physics
may vary from the language of Chemistry. However, both are objective in their
presentations of the subject. In other words, the language of scientific texts is more
specific, making the texts more clear and unambiguous as opposed to the literary text
where language is often subjective. The language of a scientific text, as opposed to
the language of literary texts, is factual in its content. Every word is concrete and real.
The style is not figurative and the language is semantically single layered and less
ambiguous. But, in the process of transferring the contents of the original text written
in Indonesian language as the source text (ST) into English as the target text (TT),
especiaHy those that are related to thematization there are some difficulties found
•
3
which are caused by the difficulties are caused by the differences in grammatical
rules of the STand IT.
l
Apart from describing the fundamental elements of translating and setting
translation into the context of historical changes in principles and procedures over the
'
last two centuries, and with his/her emphasis on text being understood within their
central contexts, it is believed that translating a scientific text contains familiarity
with sentences in different languages. It is also believed that if translating scientific
materials from a language contributing to the progress of science is diffic ult, then
translating scientific materials from a language that is outside the domain of science
would extremely difficult.
The focus of the analysis in this thesis is on the process of translation
especially those that are related to thematization (the process of constructing theme
and rheme in each clause of the texts). Before proceeding to the thematic analysis in
part three, it is necessary to define the terms and method used to discuss
thematization at each level of discourse, starting with the clause level and moving
upward to the paragraph level. The discussion on thematization is under the
umbrealla of functional grammar. Thomson, (2004:118) explains that in functional
grammar, repetition, conjunction and thematization are regarded as three of the main
ways in which textual meanings are constructed in a text. In "this analysis the writer
just concentrates in analyzing thematization. Repetition and conjunction are not
included in the analysis.
.
4
Brown & Yule (1983:133-134) mention that thematization as a discoursal
rather than simply a sentential process. What a speaker or writer puts first will
influence the interpretation of everything that follows. A more general, more
inclusive term than tematization (which refers only to the linear organization of text)
is callec 'staging' .
Theme, according to Halliday (1994:38) thematization is one element in a
particular structural configuration which, taken as a whole, organized the clause as a
message; this is configuration of Theme + Rheme. A message consists of Theme
combined with Rheme. Within that configuration, the Theme is the starting-point for
the message; it is the ground from which the clause is taking off. (for detail, see
chapter 2: Review of Related Literature).
1.2
Focus of the Study
As mentioned in the background of the present study, the ultimate goals of
this study are three folds, i.e. ( 1) translation analysis, (2) thematization, and (3)
bilingual scientific textbooks. Thematization is the core subject that will be analyzed.
In line with this, the problems of the study can be formulated as the followings,
1) What types of thematization are there in source text and target text?
2) What is the dominant thematization type found in source text (ST) and
target text (TT)?
3) Why the certain theme can be dominant?
4) How is the topical theme shift in source language and target language?
5
1.3 Objective of the Study
Finding the answers of the research questions is the most important objective of
this study. This study is mainly intended for the following objectives.
(I) to describe the themes in source text and target text,
(2) to describe the dominant theme found in STand TT,
(3) to describe why certain theme is dominant,
(4) to describe the topical theme shift in STand TT.
1.4 Scope of the Study
The study in this thesis is limited on the discussion of thematization in the
process of
transl~io
of source text (ST) to target text (TT). All types of
thematization, i.e. marked and unmarked themes will be analyzed in bilinguals
science textbooks. There are three science textbooks altogether that are anal:yzed as
the data source, i.e. Physics, Chemistry, and Biology.
1.5 Significance of the Study
The results of the analysis are expected to have both theoretical and practical
importance to both translation as a process and product, especially within the frame
of translating themes in ST into the IT.
I. Theoretically, the results of the analysis are expected to enhance the
theories of translation studies and to support the empirical evidences
6
of the importance of translation studies in transforming messages from
one linguistic aspect, i.e. thematization.
2. Practically, the results of the analysis are expected as an informative
I
feedback to the Indonesian - English or vice versa concerning on
•
thernatization.
3. The results of the research are also intended to be used as a reference
in translation studies.
~
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7
CHAPTER V
CONCLUSIONS, IMPLICATION AND SUGGESTION
5.1 Condu.sions
From the results of thematization research on three bilingual scientific books
for grade X. Le. Biology. Chemistry, and Physics, therefore it can be concluded that:
(1)
There are four types of thematization that can be identified in analyzing the
theme of the clauses. They are (1) Single Marked Theme (SMT), (2) Single
Unmarked Theme (SUT). (3) Multiple Marked Theme (MMT). and (4) Multiple
Unmarked Theme (MUT).
The four types of thematization are found in the three bilingual textbooks being
anaiyzes- Biology, Physics. and Chemistry.
(3) From the identification of the types of Thematization from 300 hundreds clauses
of both SL and TL in the three bilingual textbooks (=900 clauses altogether), it is
found that the dominant type of thematization is as the following:
The percentage of Single Marked Theme (SMT) types for both Biology SL and
TL text are the same, i.e. (57%);
(i)
The percentage of Single Marked Theme (SMT) types f~r
both Physics SL and
TL text are the same, i.e. (43,2%);
(ii)
The percentage of Single Marked Theme (SMT) types for
and TL text are the same. i.e. (54.6 %);
71
bot:Jl Chemistry SL
(4) A theme is something other than the subject, in a declarative clause is called
marked theme. This type of theme is identified by (I) adverbial group (suddenly,
today, etc.), (2) prepositional phrase (in the other hand, at last, etc.) functioning
as adjunct in the clause. For multiple marked theme (MMT) the elements that
tend to occur thematically are (I) conjunctive and modal Adjuncts, (2)
conjunctions and relatives.
(5) Single Marked Theme (SMT) as the dominant type of theme in scientific
textbooks because it is used for defining and describing something. One of the
types of scientific textbook is descriptive explanatory texts. This type of text
functions to describe one topic discussion chronologically. The thematic
structure used in chronological events begin with such kinds of adverbial group
and prepositional phrase that function as adjuncts. The function of these adjunct
is to make the texts cohesive and coherence. As a result, the flow of events can
be understood easily.
5.2
Implications
The implications· are (i) analyzing thematization in bilingual scientific textbooks
is very needed in order to identify the its types; (ii) the identification of the dominant
thematization types in textbooks may result the ease in understanding them; (iii) the
dominant of thematization types in a textbook as the indication of the genre type of
the textbooks.
12
5.3 Su_ggestions
The research about thematization in the process of translation in bilingual
(English-Indonesian) scientific textbooks is mainly for proposing the process of
translating the theme (subject) of the clauses. Besides. identifying the types of
thematization of the textbooks is also very important because it can be a way of
understanding textbooks easily.
It is hoped that similar kind of research can be done by anyone about any
kinds of textbooks since this type of research will be benefit for those who are
interested in both translation process and analyzing themes of the clauses.
13