Problems of Non-Equivalence At Word-Level in The Translation of 'The Very Nosiy Night'.
Maranatha Christian University
ABSTRACT
Tugas akhir ini menganalisis ketidaksetaraan pada tingkat kata dalam cerita
anak dua bahasa yang berjudul “The Very Noisy Night”. Buku ini diceritakan dalam
dua bahasa yaitu bahasa Inggris dan bahasa Indonesia. Dalam terjemahan dari teks
bahasa Inggris ke dalam bahasa Indonesia terdapat ketidaksetaraan tingkat kata yang
dapat diatasi dengan berbagai strategi. Penulis menggunakan teori ketidaksetaraan
tingkat kata dan strategi penerjemah untuk mengatasi ketidaksetaraan tingkat kata
(Baker) untuk menganalisis data yang didapat dari buku tersebut. Selain teori-teori
Baker, penulis juga menggunakan teori Hanlon untuk memeriksa apakah karakteristik
cerita anak masih dipertahankan dalam teks terjemahan.
Dengan menggunakan teori-teori tersebut, penulis dapat mendeskripsikan dan
mengklasifikasikan ketidaksetaraan tingkat kata yang terdapat dalam penerjemahan
“The Very Noisy Night” ke dalam bahasa Indonesia. Setelah itu, penulis juga
menganalisis strategi yang digunakan oleh penerjemah untuk mengatasi
ketidaksetaraan tingkat kata yang sudah ditemukan. Selanjutnya penulis memeriksa
apakah strategi ini sekaligus juga digunakan untuk mempertahankan karakteristik
cerita anak.
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Maranatha Christian University
Baker membagi teori ketidaksetaraan tingkat kata menjadi 11 bagian dan
strategi untuk mengatasi ketidaksetaraan tersebut dalam enam bagian. Sementara itu
Hanlon menyatakan bahwa cerita anak memiliki enam karakteristik.
Hasil analisis yang diperoleh menunjukkan bahwa masalah yang paling
banyak ditemui dalam penerjemahan “The Very Noisy Night” adalah kurangnya
kata-kata spesifik atau hiponim dalam bahasa terjemahan, sedangkan strategi yang paling
banyak digunakan oleh penerjemah adalah dengan menggunakan superordinate, yaitu
kosa kata yang bersifat lebih umum.
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Maranatha Christian University
TABLE OF CONTENTS
ACKNOWLEDGEMENTS……… ...i
TABLE OF CONTENTS……… ..ii
ABSTRACT………...iii
CHAPTER ONE: INTRODUCTION
Background of the Study………... ..1
Statement of the Problem………... ..4
Purpose of the Study……….. ..4
Methods of Research………....4
Organization of the Thesis………. ..5
CHAPTER TWO: THEORETICAL FRAMEWORK………..6
CHAPTER THREE: PROBLEMS OF NON-EQUIVALENCE
AT WORD-LEVEL IN THE TRANSLATION
OF “THE VERY NOISY NIGHT” AND THE
TRANSLATOR’S STRATEGIES TO SOLVE
THE
PROBLEMS
………...19
CHAPTER FOUR: CONCLUSION………...33
BIBLIOGRAPHY………36
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36
APPENDIX
ENGLISH
TEXT
INDONESIAN
TEXT
I a) It was the middle of the night, and Big Mouse was fast asleep in this big bed.
b) Little Mouse was wide awake in his little bed
c) “Big Mouse! Big Mouse!” called Little Mouse.
d) “I can hear something rushing round the house, huffing and puffing.”
I a) Saat itu tengah malam dan Tikus Besar sudah terlelap tidur di tempat tidur besarnya.
b) Tikus kecil masih terjaga di tempat tidur kecilnya.
c) “Tikus Besar! Tikus Besar!” panggil Tikus Kecil.
d) “Aku mendengar suara berisik seperti dengusan dan embusan di sekeliling rumah.”
II a) Big Mouse opened one eye and one ear.
b) “It’s only the wind,” he said
II a) Tikus Besar membuka satu mata dan satu telinganya.
b) “Ah, hanya suara angin,” ucapnya. III a) “Can I come into your bed?”
b) “No,” said Nig Mouse. “There isn’t room.”
c) And he turned over and went back to sleep
III a) Bolehkan aku naik ke tempat tidurmu?” pinta Tikus Kecil.
b) “Tidak boleh,” kata Tikus Besar. “Sudah tidak muat.”
c) Tikus Besar membalikkan badannya dan kembali tidur.
IV a) Little Mouse lay listening to the wind.
b) Then, suddenly between a huff and a puff, came a …
c) TAP TAP TAP TAP TAP
d) Little Mouse climbed out of bed, opened the front door‐just crak‐ and peeped out.
IV a) Tikus kecil berbaring sambil mendengarkan suara angin.
b) Tapi tiba‐tiba, di antara dengusan dan embusan , terdengar suara …
c) TOK TOK TOK TOK
d) Tikus kecil melompat dari tempat tidurnya dan membuka pintu depan‐sedikit saja‐ dan mengintip.
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37
V a) WHOOOSH! Went the wind, but there was no one outside.
b) “Big Mouse! Big Mouse!” called Little Mouse.
c) “I can hear someone tapping. Perhaps there’s a burglar on the roof.”
d) Big mouse got out of bed and opened the bedroom curtains.
e) “Look,” he said, “it’s only a branch tapping on the window. Go back to sleep.”
f) “Can I come into your bed?” asked Little Mouse.
g) “No,” said Big Mouse. “You wriggle.”
V a) WUSSSSHHH! Angin berembus, tetapi tidak ada siapa pun diluar.
b) “TIkus Besar! Tikus Besar!” panggil Tikus Kecil.
c) “Aku mendengar suara kaki melangkah. Mungkin ada pencuri di atas atap.”
d) Tikus Besar bangun dari tempat tidur dan membuka tirai jendela.
e) “Lihat!” ucapnya, “Itu hanya suara ranting yang mengetuk‐ngetuk kaca jendela. Sudah, tidur lagi.”
f) “Bolehkah aku naik ke tempat tidurmu?” tanya Tikus Kecil.
g) “Tidak boleh,” kata Tikus Besar, “Kamu bergeliang‐geliut.”
VI a) Little Mouse lay in his own bed and listened to the wind huffing and puffing and the branch tap‐tapping‐ and someone calling, “HOO – HOO! HOO – HOO!”
VI a) Tikus Kecil berbaring di tempat tidurnya sendiri dan mendengarkan angin berembus dan ranting mengetuk – ngetuk ‐ dan seseorang memanggil,
“HUUU…HUUU…! HUUU….HUUU…!”
VII a) Little Mouse climbed out of bed again.
b) This time he looked under it. Then he looked in the wardrobe, and feeling very frightened he cried, “Big Mouse! Big Mouse! I think there’s a ghost in the house, and it’s looking for me. It keeps calling, who – who, who – who?”
VII a) Tikus kecil melompat dari tempat tidurnya lagi.
b) Kali ini ia melihat ke bawah tempat tidurnya, lalu melihat ke dalam lemarinya, dan berteriak ketakutan, “Tikus Besar! Tikus Besar ! Ada hantu di rumah ini dan hantu itu mengejarku sambil memanggil, huuuhuuu?huuuhuuu?”
VIII a) Big Mouse sighed, sat up and listened.
b)”It’s only an owl,” he said. “It’s awake, like you.”
c) “Can I come into your bed?” asked Little Mouse.
d)”No,” said Big Mouse. “Your paws are always cold.”
e) And Big Mouse pulled the blanket over his head and went back to sleep.
VIII a) Tikus Besar menarik napas, duduk dan mendengarkan.
b) “Itu hanya suara burung hantu!” ucapnya, “burung itu terjaga, seperti kamu.”
c) “Bolehkah aku naik ke tempat tidurmu?” tanya Tikus Kecil.
d) “Tidak boleh,” kata Tikus Besar, “Kakimu selalu dingin.”
e) Tikus Besar lalu menarik selimut, menutupi kepalanya dan tidur kembali.
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38
IX a) Little Mouse got back into his own bed and he lay and listened to the wind huffing and puffing, the branch tap‐ tapping, and the owl hooting.
b) But sssh! What was that?
IX a) Tikus Kecil kembali ke tempat tidurnya, berbaring dan mendengarkan angin berembus, ranting mengetuk – ngetuk, dan burung hantu bersuara.
b) Tapi sst! Suara apa itu? X a) “Big Mouse! Big Mouse!” he called.
b) “I can hear a drip. It’s drip – dripping. I think it’s raining inside.”
c) “And Little Mouse jumped out of bed and fetched his red umbrella.”
X a) “Tikus Besar! Tikus Besar!” panggil Tikus Kecil.
b) “Aku mendengar suara tetesan. Terus – menerus. Aku rasa ada hujan di dalam rumah.”
c) Tikus Kecil melompat dari tempat tidurnya dan mengambil payung merahnya. XI a) Big Mouse got out of bed too. He
opened the front door .
b) “Be quiet, wind,” he said. “Be quiet, branch. Be quiet owl.”
c) But they took no notice.
d) Then Big Mouse went into the kitchen, turned off the dripping tap and put away the umbrella.
a) Tikus Besar turun dari tempat tidurnya dan membuka pintu.
b)“Diam, angin,” ucapnya, “Diam, ranting. Diam, burung hantu.” c) Tetapi mereka tidak peduli.
d)Kemudian, Tikus Besar pergi ke dapur, mematikan kran air yang menetes, dan menyingkirkan payung Tikus Kecil. XII a) “Can I come into your bed?” asked
Little Mouse.
b) “No you’re nice and snug in your own bed,” said Big Mouse, taking him back to the bedroom.
XII a) “Bolehkah aku naik ke tempat tidurmu?” pinta Tikus Kecil.
b) Tidak, kamu tikus baik dan tidurlah dengan nyaman di tempat tidurmu sendiri,” kata Tikus Besar sambil menggendong Tikus Kecil kembali ke tempat tidurnya.
XIII a) Little Mouse lay and listened to the wind huffing and puffing, the branch tap – tapping, and the owl hooting.
b) And just as he was beginning to feel very sleepy indeed, he heard…
XIII a) Tikus Kecil berbaring di tempat tidurnya dan mendengarkan angin
berhembus, ranting mengetuk – ngetuk, dan burung hantu bersuara.
b) Saat Tikus Kecil mulai merasa sangat mengantuk, ia mendengar…
XIV a) “WHEEE, WHEEE, WHEEE!”
b) “Big Mouse! Big Mouse!” he called. “You’re snoring.”
XIV a) “WIIII, WIIII, WIIII!”
b) “Tikus Besar! Tikus Besar!” panggil Tikus Kecil. “Kamu mendengkur.”
XV a) Wearily Big Mouse got up. He put his ear – muffs in Little Mouse’s ears.
b) He put a paper – clip on his own nose, and he went back to bed
XV a) Dengan letih, Tikus Besar bangun dan memakaikan penutup telinga di telinga Tikus Kecil.
b) Tikus Besar juga menjepit hidungnya dengan penjepit kertas dan kembali tidur.
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39
XVI a) Little Mouse lay and listened to – nothing!
b) It was very, very, very quiet
c) He couldn’t hear the wind huffing or the branch tapping or the owl hooting or Big Mouse snoring.
d) It was so quiet that Little Mouse felt he was all alone in the world.
XVI a) Tikus Kecil berbaring dan mendengarkan… namun ia tidak bisa mendengar APAPUN!
b) Suasana sangat sunyi.
c) Tikus kecil tidak dapat mendengar angin berembus atau ranting mengetuk atau burung hantu bersuara atau Tikus Besar mendengkur.
d) Sunyi sekali sehingga Tikus Kecil merasa sangat sendirian di dunia ini.
XVII a) He took off the ear – muffs.
b) He got out of bed and pulled the paper – clip off Big Mouse’s nose.
c)”Big Mouse! Big Mouse!” he cried, “I’m lonely!”
XVII a) Tikus Kecil melepas penutup telinganya.
b) Lalu ia turun dari tempat tidur dan menarik penjepit kertas yang menjepit hidung Tikus Besar.
c) “Tikus Besar! Tikus Besar!” teriak Tikus Kecil, “Aku kesepian!”
XVIII a) Big Mouse flung back his blanket.
b) “Better come into my bed,” he said.
c) So little Mouse hopped in and his paws were cold… and he needed just a little wriggle before he fell fast asleep.
XVIII a) Tikus Besar membuka selimutnya.
b) “Lebih baik kamu naik ke temapt tidurku,” kata Tikus Besar.
c) Tikus Kecil segera melompat ke tempat tidur dan kaki – kakinya terasa dingin. Tikus Kecil juga butuh sedikit geliang – geliut sebelum tertidur pulas.
XIX a) big Mouse lay and listened to the wind huffing and puffing and the branch tapping and the owl hooting and Little Mouse snuffling, and very soon he heard the birds waking up.
b) But neither of them heard the alarm clock…
c) Because they were both fall asleep!
XIX a) Tikus Besar berbaring dan
mendengarkan angin berembus, ranting mengetuk ‐ ngetuk, burung hantu bersuara, dan Tikus Kecil menarik napas, dan
kemudian ia mendengar burung – burung bangun dari tidur.
b) Tapi tidak satupun dari mereka yang mendengar suara jam weker…
c) Karena mereka berdua tertidur pulas!
(8)
33 Maranatha Christian University
CHAPTER IV
CONCLUSION
After analyzing the problems of non-equivalence at word-level in the translation of “The Very Noisy Night”, finally the conclusion of the study is presented in this chapter.
The data analysis results in some findings. Of Baker’s 11 problems of non-equivalence at word-level, there are only seven found in the data, namely: the problem of culture-specific concepts, problem of not-lexicalized SL concept in the TL, problem of semantically complex SL word, problem of different distinction of SL and TL in meaning, problem of TL lacking specific forms, problem of differences in meaning, and problem of differences in form. The analysis also results in some findings concerning the translator’s strategies to overcome the problems. Of the eight strategies of Baker’s, there are only six found in the data: translation by using a) less expressive words, b) more general words, c) paraphrase with related words, d) loan word plus explanation, e) less expressive or more neutral words, and f) translation by omssion.
After the classification of the problems of non-equivalence at word-level in the data and the identification of the strategies the translator has chosen to overcome the problems, the study relates the results to the characteristics of a children’s story. It is apparent that the translator’s strategies have also been used
(9)
34 Maranatha Christian University to maintain the characteristics of the children’s story. Of the 11 strategies, there are only two that appear in the data, namely showing simple and straightforward language and focusing on action. This fact is related to the translation problem, which is at word-level. If the problem is at above the word-level, there is a possibility that more strategies are used to maintain the characteristics of the children’s story.
The most frequent problem that can be found in the analysis is the problem of the TL lacking specific forms. This kind of problem appears five times in the data. The reason for this kind of problem to appear most frequently in the story is that different languages use different specific forms for one general meaning. Moreover, probably there are some forms in the SL that do not exist in the TL.
The most frequent strategy used by the translator to overcome the problem is by using a more general word (superordinate). Of the eleven strategies to maintain the characteristics of the children’s story, the one mostly used is “showing simple and straightforward language”.“The Very Noisy Night” is a children’s story book; therefore, it will be best if simple and straightforward language of the story is maintained. If the language of a children’s story book is complex and not straightforward, it will be hard for the children to understand the story. Seeing that a children’s story contains moral lessons, it is necessary that the story should be easy for the children to understand. Therefore, simple and straightforward words are required to convey the moral lessons to the children who are expected to apply them in their life.
From the findings of the analysis, it can be concluded that the translator has succeeded in presenting a TL text of a children’s story. This success can be
(10)
35 Maranatha Christian University seen from the TL chosen, which can be undestood by children who read the story or listen to the story read by an adult. Moreover, the translation may also helps older Indonesian children to learn English.
It is suggested that further research should be done on the problems of non-equivalence other than at word-level in order to evaluate the results of the translation more thoroughly. It is also suggested that before starting to translate a text, students of translation should consider the contents of the SL text, whether the text is a general article, a novel, or a children story because each text has its own characteristics that cannot be neglected when it is translated into another language. Since each language is unique, a translator should also see the unique background of the SL and transfer it into the TL background in order to maintain the meaning of the expressions and the message conveyed in the SL text.
(11)
35 Maranatha Christian University
BIBLIOGRAPHY
Baker, Mona. In Other Words. London: Routledge, 1992.
Catford, J.C. A Linguistics Theory of Translation: an Essay in Applied Linguistics. London: Oxford University Press, 1967
Echols, John M. and Hassan Shadily. English Indonesian Dictionary. Jakarta: PT Gramedia Jakarta, 1992.
Hanlon, Tina L. “Characteristics of Children’s Literature as a Genre” ferrum.edu 2008. Associate Professor of English Ferrum College. 5 December 2008 <http://www.ferrum.edu/thanlon/chlit/genre.htm>.
Hornby, A.S. Guide to Patterns and Usage in English. England: Oxford University Press, 1975.
Kamus Besar Bahasa Indonesia. <www.kbbi.co.id>
Longman Contemporary Dictionary. CD-ROM. Longman. 1999
Oittinen, Rita. Translating for Children. 1967. New York: Garland Publishing, Inc, 2000.
(1)
38 IX a) Little Mouse got back into his own bed and he lay and listened to the wind huffing and puffing, the branch tap‐ tapping, and the owl hooting. b) But sssh! What was that? IX a) Tikus Kecil kembali ke tempat tidurnya, berbaring dan mendengarkan angin berembus, ranting mengetuk – ngetuk, dan burung hantu bersuara. b) Tapi sst! Suara apa itu? X a) “Big Mouse! Big Mouse!” he called. b) “I can hear a drip. It’s drip – dripping. I think it’s raining inside.” c) “And Little Mouse jumped out of bed and fetched his red umbrella.” X a) “Tikus Besar! Tikus Besar!” panggil Tikus Kecil. b) “Aku mendengar suara tetesan. Terus – menerus. Aku rasa ada hujan di dalam rumah.” c) Tikus Kecil melompat dari tempat tidurnya dan mengambil payung merahnya. XI a) Big Mouse got out of bed too. He opened the front door . b) “Be quiet, wind,” he said. “Be quiet, branch. Be quiet owl.” c) But they took no notice. d) Then Big Mouse went into the kitchen, turned off the dripping tap and put away the umbrella. a) Tikus Besar turun dari tempat tidurnya dan membuka pintu. b)“Diam, angin,” ucapnya, “Diam, ranting. Diam, burung hantu.” c) Tetapi mereka tidak peduli. d)Kemudian, Tikus Besar pergi ke dapur, mematikan kran air yang menetes, dan menyingkirkan payung Tikus Kecil. XII a) “Can I come into your bed?” asked Little Mouse. b) “No you’re nice and snug in your own bed,” said Big Mouse, taking him back to the bedroom. XII a) “Bolehkah aku naik ke tempat tidurmu?” pinta Tikus Kecil. b) Tidak, kamu tikus baik dan tidurlah dengan nyaman di tempat tidurmu sendiri,” kata Tikus Besar sambil menggendong Tikus Kecil kembali ke tempat tidurnya. XIII a) Little Mouse lay and listened to the wind huffing and puffing, the branch tap – tapping, and the owl hooting. b) And just as he was beginning to feel very sleepy indeed, he heard… XIII a) Tikus Kecil berbaring di tempat tidurnya dan mendengarkan angin berhembus, ranting mengetuk – ngetuk, dan burung hantu bersuara. b) Saat Tikus Kecil mulai merasa sangat mengantuk, ia mendengar… XIV a) “WHEEE, WHEEE, WHEEE!” b) “Big Mouse! Big Mouse!” he called. “You’re snoring.” XIV a) “WIIII, WIIII, WIIII!” b) “Tikus Besar! Tikus Besar!” panggil Tikus Kecil. “Kamu mendengkur.” XV a) Wearily Big Mouse got up. He put his ear – muffs in Little Mouse’s ears. b) He put a paper – clip on his own nose, and he went back to bed XV a) Dengan letih, Tikus Besar bangun dan memakaikan penutup telinga di telinga Tikus Kecil. b) Tikus Besar juga menjepit hidungnya dengan penjepit kertas dan kembali tidur.
(2)
39 XVI a) Little Mouse lay and listened to – nothing! b) It was very, very, very quiet c) He couldn’t hear the wind huffing or the branch tapping or the owl hooting or Big Mouse snoring. d) It was so quiet that Little Mouse felt he was all alone in the world. XVI a) Tikus Kecil berbaring dan mendengarkan… namun ia tidak bisa mendengar APAPUN! b) Suasana sangat sunyi. c) Tikus kecil tidak dapat mendengar angin berembus atau ranting mengetuk atau burung hantu bersuara atau Tikus Besar mendengkur. d) Sunyi sekali sehingga Tikus Kecil merasa sangat sendirian di dunia ini. XVII a) He took off the ear – muffs. b) He got out of bed and pulled the paper – clip off Big Mouse’s nose. c)”Big Mouse! Big Mouse!” he cried, “I’m lonely!” XVII a) Tikus Kecil melepas penutup telinganya. b) Lalu ia turun dari tempat tidur dan menarik penjepit kertas yang menjepit hidung Tikus Besar. c) “Tikus Besar! Tikus Besar!” teriak Tikus Kecil, “Aku kesepian!” XVIII a) Big Mouse flung back his blanket. b) “Better come into my bed,” he said. c) So little Mouse hopped in and his paws were cold… and he needed just a little wriggle before he fell fast asleep. XVIII a) Tikus Besar membuka selimutnya. b) “Lebih baik kamu naik ke temapt tidurku,” kata Tikus Besar. c) Tikus Kecil segera melompat ke tempat tidur dan kaki – kakinya terasa dingin. Tikus Kecil juga butuh sedikit geliang – geliut sebelum tertidur pulas. XIX a) big Mouse lay and listened to the wind huffing and puffing and the branch tapping and the owl hooting and Little Mouse snuffling, and very soon he heard the birds waking up. b) But neither of them heard the alarm clock… c) Because they were both fall asleep! XIX a) Tikus Besar berbaring dan mendengarkan angin berembus, ranting mengetuk ‐ ngetuk, burung hantu bersuara, dan Tikus Kecil menarik napas, dan kemudian ia mendengar burung – burung bangun dari tidur. b) Tapi tidak satupun dari mereka yang mendengar suara jam weker… c) Karena mereka berdua tertidur pulas!
(3)
33 Maranatha Christian University
CHAPTER IV
CONCLUSION
After analyzing the problems of non-equivalence at word-level in the translation of “The Very Noisy Night”, finally the conclusion of the study is presented in this chapter.
The data analysis results in some findings. Of Baker’s 11 problems of non-equivalence at word-level, there are only seven found in the data, namely: the problem of culture-specific concepts, problem of not-lexicalized SL concept in the TL, problem of semantically complex SL word, problem of different distinction of SL and TL in meaning, problem of TL lacking specific forms, problem of differences in meaning, and problem of differences in form. The analysis also results in some findings concerning the translator’s strategies to overcome the problems. Of the eight strategies of Baker’s, there are only six found in the data: translation by using a) less expressive words, b) more general words, c) paraphrase with related words, d) loan word plus explanation, e) less expressive or more neutral words, and f) translation by omssion.
After the classification of the problems of non-equivalence at word-level in the data and the identification of the strategies the translator has chosen to overcome the problems, the study relates the results to the characteristics of a children’s story. It is apparent that the translator’s strategies have also been used
(4)
34 Maranatha Christian University to maintain the characteristics of the children’s story. Of the 11 strategies, there are only two that appear in the data, namely showing simple and straightforward language and focusing on action. This fact is related to the translation problem, which is at word-level. If the problem is at above the word-level, there is a possibility that more strategies are used to maintain the characteristics of the children’s story.
The most frequent problem that can be found in the analysis is the problem of the TL lacking specific forms. This kind of problem appears five times in the data. The reason for this kind of problem to appear most frequently in the story is that different languages use different specific forms for one general meaning. Moreover, probably there are some forms in the SL that do not exist in the TL.
The most frequent strategy used by the translator to overcome the problem is by using a more general word (superordinate). Of the eleven strategies to maintain the characteristics of the children’s story, the one mostly used is “showing simple and straightforward language”.“The Very Noisy Night” is a children’s story book; therefore, it will be best if simple and straightforward language of the story is maintained. If the language of a children’s story book is complex and not straightforward, it will be hard for the children to understand the story. Seeing that a children’s story contains moral lessons, it is necessary that the story should be easy for the children to understand. Therefore, simple and straightforward words are required to convey the moral lessons to the children who are expected to apply them in their life.
From the findings of the analysis, it can be concluded that the translator has succeeded in presenting a TL text of a children’s story. This success can be
(5)
35 Maranatha Christian University seen from the TL chosen, which can be undestood by children who read the story or listen to the story read by an adult. Moreover, the translation may also helps older Indonesian children to learn English.
It is suggested that further research should be done on the problems of non-equivalence other than at word-level in order to evaluate the results of the translation more thoroughly. It is also suggested that before starting to translate a text, students of translation should consider the contents of the SL text, whether the text is a general article, a novel, or a children story because each text has its own characteristics that cannot be neglected when it is translated into another language. Since each language is unique, a translator should also see the unique background of the SL and transfer it into the TL background in order to maintain the meaning of the expressions and the message conveyed in the SL text.
(6)
35 Maranatha Christian University
BIBLIOGRAPHY
Baker, Mona. In Other Words. London: Routledge, 1992.
Catford, J.C. A Linguistics Theory of Translation: an Essay in Applied Linguistics. London: Oxford University Press, 1967
Echols, John M. and Hassan Shadily. English Indonesian Dictionary. Jakarta: PT Gramedia Jakarta, 1992.
Hanlon, Tina L. “Characteristics of Children’s Literature as a Genre” ferrum.edu 2008. Associate Professor of English Ferrum College. 5 December 2008 <http://www.ferrum.edu/thanlon/chlit/genre.htm>.
Hornby, A.S. Guide to Patterns and Usage in English. England: Oxford University Press, 1975.
Kamus Besar Bahasa Indonesia. <www.kbbi.co.id>
Longman Contemporary Dictionary. CD-ROM. Longman. 1999
Oittinen, Rita. Translating for Children. 1967. New York: Garland Publishing, Inc, 2000.