A CORRELATIONAL STUDY BETWEEN THE STUDENTS’ EXPERIENCE AS ENGLISH TUTOR TO THEIR ABILITIES IN TRANSLATING TEXT INTO INDONESIAN (A Study of Sixth Semester Students of English Education Department of Teacher Training and Education Faculty at IAIN Salatiga i
A CORRELATIONAL STUDY BETWEEN THE
STUDENTS’ EXPERIENCE AS ENGLISH TUTOR TO
THEIR ABILITIES IN TRANSLATING TEXT INTO
INDONESIAN
(A Study of Sixth Semester Students of English Education
Department of Teacher Training and Education Faculty
at IAIN Salatiga in the Academic Year of 2016/2017)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of
the requirements for the degree of Sarjana Pendidikan (S.Pd.) in
English Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
SITI NUR HANIFAH
113 13 125
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
2017
SALATIGA
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. Tentara Pelajar 2 Telp (0298) 323433 Fax 323433 Salatiga 50721
a th
Salatiga, August 11 2017 Hanung Triyoko, S.S., M. Hum., M.Ed.
The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR‟ NOTE
Case: Siti Nur Hanifah Dear,
Dean of Teacher Training and Education Faculty Assalamu‟alaikum wr. wb.
After reading and correcting Siti Nur Hanifah ‟s graduating paper entitled “A
CORRELATIONAL STUDY BETWEEN THE STUDENTS’ EXPERIENCE
AS ENGLISH TUTOR TO THEIR ABILITIES IN TRANSLATING TEXT
INTO INDONESIAN”, I have decided and would like to propose that this paper
can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.
Wassalamu‟alaikum wr. wb.
Counselor Hanung Triyoko, S.S.,M.Hum.M, M.Ed.
NIP. 1973815 199903 1 00
MOTTO
determination and patience
-Edison-
90% of the causes of human failure is submission to reality
-Washington Irvin-
DEDICATION
This graduating paper especially dedicated for : ended prayers, resignation, love, struggle, sacrifice and everything are precious for me.
2. My beloved sister Laily and Salsa, thanks for your help and motivation which are really helpful for me.
3. My beloved partner, Edy Setiawan thanks for always staying beside me in every situations.
ACKNOWLEDMENT
Alhamdulillahirobbil „alamin. All praises be to Allah Subhanahu waTa‟ala, the Lord of Universe. Because of Him, the researcher could finish
this graduating paper as one of the requirements for getting Sarjana
Pendidikan (S.Pd) degree in English Education Department of Teacher
Training and Education Faculty of State Institute of Islamic Studies (IAIN) Salatiga in 2017.
The completion of this graduating paper is not apart from the supports, encouragement, guidance, advice, and help from individuals and institution. Therefore, the researcher would like to express the deepest gratitude to:
1. Dr. Rahmat Hariyadi, M.Pd, the Rector of State Institute of Islamic Studies (IAIN) Salatiga
2. Suwardi, M. Pd., the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph.D., the Head of English Education Department
4. Hanung Triyoko, S.S., M.Hum., M. Ed., the counselor of this graduating paper. Thank you very much for the suggestions, guidance, and moreover, for time that was spent in guiding the researcher to complete this graduating paper from the beginning until it is finished
5. All lecturers of English Education Department of IAIN Salatiga. The researcher deeply appreciates the advices, knowledge, motivations, support, etc.
6. All the librarian of IAIN Salatiga
7. My beloved family 8.
My beloved friends in “Jeneng Group”, thanks for beautiful days in 9.
My beloved best friends, “Fifin, Ella, Risna, Betik, Fitri, Firda, Elverda, Risa”
10. All students of English Education Department 2013
11. Everyone that the researcher cannot mention one by one. Thank you very much for the encouragement, advice, and help Salatiga, August 2017
The Reseacher
Siti Nur Hanifah NIM. 113 13 125
TABLE OF CONTENTS
…………………………………………………………...... i
ATTENTIVE COUSELOR’S NOTE………………………………............ ii
CERTIFICATION PAGE………………………………………………....... iii
MOTTO
………………………………………………………….................... iv
DEDICATION
……………………………………………….......................... v
ACKNOWLEDMENT
……………………………………………………..... vi
TABLE OF CONTENTS
………………………………………………….... viii
LIST OF FIGURES......................................................................................... x
LIST OF TABLES........................................................................................... xi
ABSTRACT……………………………………….......................................... xii
CHAPTER I INTRODUCTION A. Background of the Study………………........................................... 1 B.
5 Problem of the Study……….........................................................
C.
Objectives of the Study……………................................................. 6 D. Significances of the Study…………………..................................... 6 E. Limitations of the Study……………………………….................... 7 F.
7 Definition of the Key words……………………………...............
G.
Organization of the Graduating Paper……………........................... 9
CHAPTER II THEORETICAL FRAMEWORK A. Correlation ........................................................................................ 10 B. Experience ............……………………………................................ 10 C. Tutor ............................……………................................................. 11
1. Translation 2.
12 General definition of translation…….........................................
3. Types of translation ....................................................................
13 a.
13 Intralingual translation ….....................................................
b.
13 Interlingual translation ..........…………...............................
c.
13 Intersimiotic translation ……………...................................
4. Kinds of translation ....................................................................
14 5. Principle, Procedure and and Method of Translation .................
16 a. Principles of translation ........................................................
16 b. Procedures of translation ......................................................
17 c. Method of translation ...........................................................
19 6. Translation Strategies .................................................................
20 7. Form and Meaning of Translation ..............................................
21 8. Process of Translation ................................................................
23 9. Difficulties of Translation ..........................................................
25 10. Criterian of Good Translation ....................................................
30
CHAPTER III RESEARCH METHODOLOGY A.
33 Research Method…………………………………….......................
B.
33 Setting of the Research……………………………………………..
1.
34 Research Location…………………………...............................
2.
35 Profile of Institution …………………………………...............
C.
36 Subject of the Research ……………………………………............
1. Population ..................................................................................
36 2. Sample ........................................................................................
36 D.
38 Technique of Data Collection …………………………..................
E.
42 Data Analysis Technique ……………............................................
F.
44 Technique of Data Interpretation…………………………..............
CHAPTER IV FINDINGS & DISCUSSION A.
46 Description Data ……………………………………………..........
B.
50 Analysis of Data……………………………………………...........
C. Interpretation of Data .......................................................................
54 CHAPTER V CLOSURE A.
64 Conclusions…………………………………………………...........
B.
65 Suggestions………………………………………………………...
REFERENCES CURRICULUM VITAE
APPENDICES
LIST OF FIGURES
Figure 2.1Translation Process by Larson ……………………........... 24 …......................... 24
LIST OF TABLES
Table 3.1 List of Subject of the Research ............................................... Table 4.4 Calculation Research of Required DataTable 4.7 Factors Influence the Correlation ...........................................The Interpretation of Correlation “r” Product Moment .......... 55
Table 4.6
…………………….......................... 54
Table 4.5 SPSS Correlation Table…………….............. 52
Data Analysis ......................................................…................ 50
37 Table Category of Assesment‟ Translating Text .................... 41
Table 4.3
Score Translating Text ...………………................................. 48
Table 4.2
44 Table 4.1 Points of Questionnaire ............. ………….............................. 46
43 Table 3.5 Pearson‟s Product-Moment Correlation Formula ................... 43 Table 3.6 r Value Interpretation ..............................................................
42 Table 3.4 Grade of Students Translation Abilities ..................................
Table 3.3 Grade of Students Experience .................................................56
ABSTRACT
Hanifah, Siti Nur. 2017.“A CORRELATIONAL STUDY BETWEEN THE STUDENTS’ EXPERIENCE AS ENGLISH TUTOR TO THEIR ABILITIES IN TRANSLATING TEXT INTO INDONESIAN (A Study of Sixth Semester Students of English Education Department of Teacher Training and Education Faculty at IAIN Salatiga in Academic Year of 2016/2017)”. (Counselor : Hanung Triyoko, S.S.,
M.Hum., M.Ed.)
Keywords : correlation, experience, tutor, translation
The researcher conducted the research about correlational research between students‟ experience as English tutor and their ability in translating text into Indonesian, a case study of the sixth semester students of English Education Department of Teacher Training and Education Faculty at IAIN Salatiga in Academic Year of 2016/2017. The objective of this study was to find out the correlation between students‟ experience as English tutor and their abilities in translating text into Indonesian. The research design was correlational method with 30 students as the participants. The data from this research was taken from Questionnaire and translation test. The Questionnaire consisted of 7 questions which each of the answers had different points. For the translation test, the researcher gave text that must translated into Indonesia. The research data were analyzed using the formula of Pearson‟s product moment correlation coefficient. The formula is used to find out whether there is a correlation between students experience as English tutor and their abilities in translating text into Indonesian or not. The result of this research are: based on the table guidelines of Pearson
‟s correlation and manual calculation, the final score of ” is 0.356. This score is
“ positive. So, it shows that there is correlation the variables between X and Y about students‟ experience as English tutors to their abilities in translating text into Indonesian. The score 0.356 in the position between 0.20
- – 0.40, it shows the index correlation between two variables is weak.
CHAPTER I INTRODUCTION A. Background of the Study Language is an instrument of social communication that is formed
by symbol of voice from human being (Gorys Keraf, 2010:1). Human is a social creature who need to communicate with others. Through language we can know the origins, education backgrounds, and characteristics of someone. Language can show someone regarding their origins or their personalities.
Nowadays, international language that is used in the whole world is English. So, it is very important for us to learn it. This time, English has been taught in all levels of educational institutions in Indonesia, from the lowest until the highest level. We can see the curriculum that is used in Elementary School, Junior High School, and Senor High School is compulsory to learn English at school. Moreover, the lowest education level like kindergarten has started to teach English to students at school. Colleges that are not from English Department are also learning English although only for one semester.
English has become an important necessity to support human‟s education or career. So, some people consider that learning English in the school isn‟t enough, they need more additional lessons from out of school.
Such as; they come to learn English in English Course or call a tutor to teach them English in their home.
A tutor is someone who givesor a small group of students. Nowadays, majority of tutors are university students who are still learning in the college. Why do they become tutors? any experiences and get the fee from their result of teaching. However, they will get many advantages from their experience as tutors, they can increase their skill in teaching.
Experience as tutors can also increase their ability in teaching English and broaden their knowledge. Such as; speaking, writing, reading, translating and grammar. By teaching, the tutors will be doing practices of teaching and learning subjects regarding English language that will be taught to their students. Topping and Ehly (1998:26) note that tutors can learn to be nurturing toward their learners, and in so doing, develop a sense of pride and responsibility and that improved motivation and attitude can lead to greater commitment, improved self-esteem, self-confidence, and greater empathy with others. So, their knowledge will increase more and more over time.
Translation is one of the skills that is needed to teach English. When tutors teach English in Elementary School, Junior High School and Senior High School, they will do many translating sentences activities from the subjects that they teach or answer questions from their students about the meaning of some vocabularies, sentences
, and texts. So, tutor‟s ability in translating will increase. Translating is the process of replacing the meaning from the Source Language into the Target Language. We must pay a close attention in translating, because the form of the meaning may change. The used to translate is called Target Language (TL) (Larson, 1984:1).
Translation is sometimes referred to as the fifth language skill
alongside the other four basic skills of listening, speaking, reading,
writing. Translation holds a special importance at an intermediate and
advanced level: in the advanced or final stage of language teaching,
translation from L1 to L2 and from L2 to L1 is recognized as the fifth skill
and the most important social skill since it promotes communication and
understanding between strangers (Ross, 2000:2).Translating is not something easy. People must practices
translating a lot to become a good translator. Reading lots of texts in the
target language is part of practices to be good translators. When people
become a tutor of English from Junior High School and Senior High
School students, people would be exposed to many English texts as
learning materials. In addition, in Elementary school people can meet
English texts in some materials, although they were still very simple texts.
Automatically, a tutor needs to help students to translate their texts and
explain the meaning of all contents of texts. So, texts that people read and
translate become effective practices to increase our translating skills.Leila Razmjou (2002:4) said that the role of language is closely
related with translation, because linguistic study is always related with the
processes of producing and interpreting texts. It is as approach toward
should read from many different texts, because translator needs active
knowledges. We can read texts from different genres to get a
comprehensive knowledge from source language and target language.
Farahzad (2007:6) said that translators use content meaning in source texts
to create whole new text in target text.Translation skill is important skill by learners, because that skill
can make them learning all knowledges in the world. So, translators must
translate target language without changing the source meaning.
Translation skill needs special thingking and practices (Sudarno, 2011:34).
According Moelyono in Ngadiso (1995:57) that as tutors the
translation skill is important skill, they are extend materils and knowledges
to students. Tutors must extend their translation well, in order to make
students easy to understand. A good translator is translator who can
translate text appropriate to levels students.Based on the researcher‟s interest in analyzing the correlation between students
‟ experience as English tutors and their abilities in translation, the researcher select the students in the sixth semester on English Department as the subject of the research to support the study entities “A CORRELATIONAL STUDY BETWEEN THE STUDENTS‟ EXPERIENCE AS ENGLISH TUTORS TO THEIR ABILITIES IN TRANSLATING TEXT INTO INDONESIAN (A Study of the Sixth and Education Faculty at IAIN Salatiga in Academic year of 2016/2017)
.” B.
Problem of the Study
Based on the background of the research, the researcher arranges the problems as follows:
1. Is there any correlation between students ‟ experience as English tutors to their abilities in translating text into Indonesian at the sixth semester students of English Education Department of Teacher Training and Education Faculty at IAIN Salatiga in the academic year of 2016/2017?
2. Does the research result show a significant correlation at the sixth semester students of English Education Department of Teacher Training and Education Faculty at IAIN Salatiga in the academic year of 2016/2017?
3. What factors influence the correlation between student experience as English tutors to their abilities in translating text into Indonesian at the sixth semester students of English Education Department of Teacher Training and Education Faculty at IAIN Salatiga in the academic year of 2016/2017?
C. Objectives of the Study
Based on the problems as stated before, the researcher has some
1. To know whether is a correlation between the students ‟ experience as
English tutors to their abilities in translating text into Indonesian at the sixth semester students of English Education Department of Teacher Training and Education Faculty at IAIN Salatiga in the academic year of 2016/2017 or not.
2. To find out the research result show a significant correlation at the sixth semester students of English Education Department of Teacher Training and Education Faculty at IAIN Salatiga in the academic year of 2016/2017.
3. To know factors influence the correlation between student experience as English tutors to their abilities in translating text into Indonesian at the sixth semester students of English Education Department of Teacher Training and Education Faculty at IAIN Salatiga in the academic year of 2016/2017.
D. Significances of the Study
The researcher hopes that the result of this research can be useful and it can give many informations for others practically and theoretically;
1. Practically a. For the researcher From this study, the researcher can get many experiences in the future as a tutor and English teacher that may lead as a guide to b. For the students
This study is hopefully can motivate the students as an English tutor and increase their abilities in translation.
c. For the other researcher The result of this research can be used as an input or evaluation for English learners, especially students of English Education Department.
2. Theoretically The result of the research can be used as reference material for another research based on the similar topics.
E. Limitation of the Study
In order to focus on this research, there must be a limitation of the problem. The topic must be limited in order to investigate the problem more accurately, precisely and correctly. Therefore, the researcher must limit to research the correlation between students‟ experience as English tutors to their ability in translating text at the sixth semester students of
English Education Department of Teacher Training and Education Faculty at IAIN Salatiga in the academic year of 2016/2017.
F. Definition of Keywords
The researcher would define all of keywords used in this research, as
1. Definition of correlation Correlation is the mutual relationship or connection between two things in which one thing changes as the other does. (Oxford
Dictionary, 2011: 98). Correlation is this study means a correlation study which describe terms the degree to which two variables are related. (Gay, 1992:229)
2. Definition of experience Experience is knowledge or skill gained by doing or seeing things.
(Oxford Dictionary, 2011:155). Experience can also defined the or mastery of an event or subject gained through involvement in or exposure to it.
3. Definition of tutor Tutor is private teacher, especially of one pupil. (Oxford
Dictionary, 2011:480). Tutor is someone who gives small group of students.
4. Definition of translation Wida in Ngadiso (1995:17) defined that translation consist in reproducing in the receptor language the closest natural equivalent of the source language message, firs in terms of meaning and secondly in terms of style. In addition, (Catford, 1965:124) said that translation is replacement of textual material in one language (SL) by equivalent textual material in another language (TL).
G. Organization of the Graduating Paper
This research consist of five chapters. As follow :
Chapter I tells about introduction. This research consists about general background of the study, statements of the study, objectives of the study, significance of the study, limitation of the study, definition of keywords, and organization of the graduating paper. Chapter II tells about theoritical framework, consist of definition of keywords in this research and supporting theories. The researcher takes some books written by many expert as references which explain more about English tutors and translation. Chapter III discusses about the research method. It consist of research method, setting of the research, subject of research, technique of data collection, and data analyse technique. Chapter IV is finding and discussion. It is analysis to answers the problem of the research. Chapter V is Closure. It consist of conclusion and suggestion. The last past is Bibilography and Appendixes.
CHAPTER II THEORETICAL FRAMEWORK This chapter discusses about definition of correlation, definition of experience,
definition of tutor, general definition of translation, types of translation, kinds of translation, pricinples, procedures and methods of translation, translation strategies, form and meaning of translation, process of translation, difficulties of translation, and criterians of good translation.
A. Correlation
Correlation is the mutual relationship or connection between two things in which one thing changes as the other does. (Oxford Dictionary, 2011: 98).
Correlation of this study means a correlation study which describe terms the degree to which two variables are related. (Gay, 2009:229) Correlational research is a research study that involves collecting data in order to determine whether and to what degree a relationship exists between two or more quantifiable variables (Gay, 2009:430)
Correlational research is to investigate the extent to which variations in one factor corresponde with variations in one or more other factors based on correlation coefficients (Gay, 2009:430).
B. Experience
In English Oxford Dictionaries (2011:112), definition of experience is the especially that gained in a particular profession. Other definition in this dictionary that experience is an event or occurence which leaves an impression on someone.
The meaning of experience in Cambridge Dictionay (2016), is the process of getting knowledge or skill from doing, seeing, and feeling things. Whereas in Merriam Webster Dictionary (1828), experience is direct observation of or participation in events as a basis of knowledge. Other definition is the fact or state of having been affected by or gained knowledge through direct observation or participation.
C. Tutor
Tutor is private teacher, especially of one pupil. (Oxford Dictionary, 2011:480). Tutor is someone who giveor a small group of students.
It is important to be aware that, while this article focuses on a program that was created to provide teaching experience to pre-service English teachers, anyone can tutor and anyone can be tutored. Tutors can be almost any age, from primary school up, and they can come from a variety of disciplines. Ten-year-olds can tutor six-year-olds (Derrick, 2015:4).
D. Translation 1. General definition of Translation
in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style. In addition, Catford,(1965:45) said that translation is replacement of textual material in one language (SL) by equivalent textual material in another language (TL).
Translation is a craft consisting in the attemp to replace a written message and/or statement in one language by the same message and/or statement in another language (Newmark, 1973:7).
A translation can also defined as a presentation of a text in a language other than that in which it was originally written. Translating is concerned with conversion of the written word, interpreting with that of the spoken word (Finlay, 1971:78).
Translation is considered as a work of a written or text form of message. It concerns to the replacemet of written message without burden to transfer the equivalent form in the target language form the source language. The most significant matter of correct translation is about the consistence or closest natural equivalence of the message transferred from SL to Tl. Thus a work can be stated as the the work of translation when it has the following requirements: a. It is kind of replacement or reproducing message, of SL ito TL. b. It concern with written message or textual material or text.
c. Transfer the content or thought or message; not the form of SL text.
d. It is also a kind of process or exercise. original.
f. The secont text uses idiomatic expression in the TL 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.
2. Types of translation
According Jacobson (2000:14), there are three types of translation :
a. Intralingual Translation Intralingual translation, or rewording (an interpretation of verbal signs by means of other signs in the same language).
For example; in a sentence “every celibate is a bachelor, but not every
bachelor is a celibate.” The sentece contains synonym or idimatic phrase
and can change that sentence become “every bachelor is unmarried man,
and every unmarried man is a bachelor”or “every celibate is bound not to marry, and everyone who is bound not to marry is a celibate.”
b. Interlingual Translation Interlingual translation or translation proper (an interpretation of verbal signs by means of some other language).
For example;
“cheese” is a word about food that made by milk, but in
other country or in target language
“cheese” can have other meaning, because difference of culture or geographycal factors.
Intersemiotic translation or transmutation (an interpretation of verbal signs by means of signs of nonverbal sign systems).
According Roman Jacobson (2000:114) translators can omit all rhymes or change a proverb to be a sentence that can understand by reader in target language. For example; there is a proverb in Italian
“Traduttore, traditore”, if translated in English become “the translator is a betrayer”.
3. Kind of Translation
Catford (1965:21) divided the three aspects of translation differently, those are : extent, level, and ranks.
Based on the extent, the types of translation are :
a. Full translation It is a type of translation in which the entire SL text in reproduced by the TL text materials.
b. Partial translation There are only some parts of the SL text to be translated into the TL text.
In terms level, the types of translation are : a. Total translation The TL materials replaces all levels of the SL text.
b. Restricted translation only one level; whether at the phonological level, graphonological levels, or at the level of grammar and lexis.
In terms of rank, translation is divided into :
a. Rank-bound translation It means that the selection of TL text equivalent is limited at only one rank, such as word-for-word equivalence, morpheme-for-morpheme equivalence, etc.
b. Unbounded tranlation It can move freely up and down the rank scale.
Based on the purposes of translation, Brislin in Choliludin (2005:26) categorized translation into four types, namely : a. Pragmatic translation
It refers to the translation of a message with an interest in accuracy of the information that was meant to be conveyed in the SL form and it is not conveyed with other aspects of the original language version. Example; the translation of the information about repairing a machine.
b. Aesthetic-poetic translation
It refer to translation in which the translator takes into account the affect, emotion, and feeling of an original version, the aesthetic form used by the original author, as well as any information in the message. dialogue, and novel.
c. Ethnographic translation Its purpose is to explicate the cultural context of the SL and TL version. Tethbransalators have to be sensitive to the way words are used and must know how the word fits into cultures. Example; the use of word „yes‟ versus „yeah‟ in America.
d. Linguistic translation Is concerned with equivalent meanings of the constituent morphemes of the SL and grammatical form.
Example; language in a computer program and translation machine.
4. Principles, Procedures and Methods of Translation
Translation, as a process, is always uni-directional : it is always performed in a given direction, “from” a source language “into” a target language. This below are some general principles of translation (Savery, 1968:49) : 1. A translation must give the words of the original.
2. A translation must give the ideas of the original.
3. A translation should read like an original.
4. A translation should read like a translation.
5. A translation should reflect the style of the original.
6. A translation should process the style of the translation.
7. A translation should read as a contemporary of the original.
9. A translation may add to or omit from original.
10. A translation may never add to or omit from the original.
11. A translation of verse should be in verse.
12. A translation of verse should be in process.
Translation is the very broad sense of the term can be listed in terms of different levels of complexity (Pinchuck, 1977:188). The procedures can be in the form of :
1. Transcription This means rendering the sounds of an SL into TL form, e.g : Indonesian : Betawi English : Batavia
2. Transliteration This is process of rendering the letters of one alphabet into the letters of another with a different alphabetical system. For example; from Arabic to Latin or Russian Cyrillic alpabhets into Latin.
3. Borrowing The procedure often used when the TL has no equivalent for the SL units is to adopt them without change but sometimes with spelling or pronounciation adjusments. e.g :
Indonesian : Bambu English : Bamboa According Newmark translation must be appropriate with the context in target language. Include : a) Translation word by word
b) Translation phrase by phrase
c) Translation clause by clause
5. Transposition This is replacing a grammatical structure in the TL in order to achieve the some effect. e.g : Indonesian : kopinya masih terlalu panas untuk diminum. English : the coffee is still too to drink.
6. Modulation Modulation entails a change in lexical elements, a shift in the point of view. Transposition and modulation may take place at the some time. e.g : Time is money = waktu itu sangat berharga
7. Adaptation Adaptation is utilized when the others are not sufficient. It involves modifying the concept, or using situation analogous to the SL situation though notidentical to it.
The levels of equivalent in ascending order are follows :
a. Substitution of printed letter for printed letter Example : from Arabic into Roman
- – for- morphem Example : economics = ilmu ekonomi
c. Substitution of word
- –for- word Example : principle = prinsip
d. Substitution of phrase
- – for- phrase Example : the educated people = orag-orang terpelajar
e. Substitution of sentence for sentence Example : you had better go home = sebaiknya kau pulang
According Newmark (1988:81) mentions the difference between translation methods and translation procedures. He writes that while translation methods relate to whole text, translation procedure are used for sentence and the smaller units of language. He goes on to refer to the following methods of translation :
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 the 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.
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 is far as it must take more account of the aesthetic value of the SL text.
e. Adaptation Which 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 Is procedures 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 distord nuances of meaning by preferring colloqualism and idioms where these do not exist in the original.
h. Communicative translation
It attemps to render the exact contextual meaning of the original in such away that both content and language are readily acceptable and comprehensible to the readership.
5. Translation Strategies
The term strategy is often said similar to the term technique. In some ways it can be called similar because some experts use these terms with the same purpose.
For example, Mona Baker says that she proposes some strategies to translate idiomatic expressions, whereas Andrejs Veisberg proposes some techniques to translate idiomatic expressions. Both expressions aim at the same point.
According to Oxford Advanced Learner‟s Dictionary, technique is a method of doing or performing something whereas strategy is a plan to accomplish a specific goal. This research will use the term strategy related to Mona Baker‟s theory of strategies to translate idiomatic translation. Mona Baker‟s view of translation strategies are applied when a translation difficulty occurs and the translator wishes to solve the problem and produce a good translation. Thus, translation strategies are means which considers to be the best in order to reach the goals.
Based on many experts in translation, there are many translation strategies to translate a text. Every translator uses different strategies to translate a text since different people may understand a word in different ways. Furthermore, there are kinds of expressions such as idioms and proverbs which are the products of culture. Idioms in one language probably have different forms in other languages. It may have distinctive form but the same meaning.
The way in which an idiom can be translated into another language depends significance of the specific lexical items which constitute the idiom, and the appropriateness of using idiomatic language in a given register in the target language.
6. Form and Meaning of Translation
Larson (1984: 3) states that translation is basically a change of form. These forms are referred to as the surface structure of a language. It is the structural part of language which is actually seen in print or heard in speech. Baker (1992: 24) says that the form of the source language in translation is replaced by the equivalent lexical item (form) of the receptor language. However, there is often no equivalent in the target language for a particular form in the source text.