Additions Techniques of Adjustment

3 Additions Required by Grammatical Restructuring According to Nida 1964: 228, although there is usually some „lexical additions ’ emerging as results of „restructuring’ of a SL expression, the most common situation requiring amplification are as follows. a Shifts of Voice It is needed to insert agent when a passive voice is changed into an active one Nida, 1964: 228. The example is presented as follows. SE: He will be arrested for drinking. passive voice TE: Polisi akan menahannya karena mabuk. active voice [Police will arrest him for drinking] Although there is no information about who will arrest „him’ in the SE, the sentence is still meaningful since it is expressed in a passive voice. However, when the passive voice in the SE is changed into active voice in the TE, it is required to add information about who will arrest „him’. In this case, who will arrest is „polisi’ „police’ since the context is related to criminality. b Modification from Indirect to Direct Discourse It must often be necessary to add „a number of elements’ when „indirect discourse, whether explicit or implicit, is changed into direct discourse ’ Nida, 1964: 228. The example is presented as follows. SE: He can go home now. indirect discourse TE: Dikatakan kepadanya , “kamu bisa pulang sekarang.” direct discourse [Said to him, “you can go home now.”] The phrase „dikatakan kepadanya’ „said to him’ in the TE is required to be added because of the modification from indirect discourse in the SE into direct discourse in the TE. c Alteration of Word Classes Additions must mostly be made when there is a word class ’ shift such as a change from adjective to another word class or “a change from nouns to verbs” which “produces some of the most radical additions” Nida, 1964: 228. The example is presented as follows. SE: False presidents TE: Mereka yang berpura-pura mejadi seorang presiden [Those who pretend the work of a president] The adjective „false’ in the SE is changed into noun clause „orang yang berpura-pura ’ in the TE which in English means „those who pretend’. 4 Amplification from implicit to explicit status If the STSE has an implicit status and the TTTE has an explicit status, there must often be some additions in the TTTE. This explicit identification would become pivotal if there are some „important semantic elements’ which is implicitly conveyed Nida, 1964: 228. The example is presented as follows. SE: I hate dirty places so I choose this room. implicit TE: Saya benci akan tempat-tempat kotor, jadi saya pilih ruangan ini karena di sini bersih . explicit [I hate dirty places so I choose this room because it is clean.] In the SE, there is no explicit information why the speaker chooses that room. However, there is implicit information why she chooses that room. The implicit information is on the clause „I hate dirty place’ indicating that the speaker will not choose any dirty place . Therefore, the clause „karena di sini bersih’, which in English it means „because it is clean’, is added in the TE to show the explicit information of the SE. 5 Answers to Rhetorical Questions Generally, it is not necessary to answer any rhetorical questions, but “in some languages rhetorical questions always require answer ” Nida, 1964: 229. The example is presented as follows. SE: Do you want to go to hell? TE: Apa kalian mau masuk neraka? Tentu tidak [Do you want to go to hell? No, indeed] The question „Do you want to go to hell?’ is something that does not need to be answered since there is nobody wants to be in hell actually. Although it does require any answer, it is also allowed to answer it. The answer may be from the person who has asked the rhetorical question or from the person who was asked. In the example above, the answer „Tentu tidak’ in the TE, which means „No, Indeed’ in English, is from the questioner. 6 Classifiers It is usually used to translate „proper names’ or „borrowed terms’ Nida, 1964: 230. The example is presented as follows. SE: He cannot speak English. TE: Dia tidak bisa berbicara bahasa Inggris. [He cannot speak English language.] T o add the word „language’, as a noun head, after the word „English’ in the SE is not required since the word „English’ in the SE actually refers to the language. In other side, it is necessary to add a classifier in the TE. The word „bahasa’ in the TE which means „language’ is added, as a noun head, after the word „Inggris’ to clarify that what the speaker means in the TE is referring to the language, not the people. 7 Connectives It occurs when there is a “repetition of segments of the preceding text” called “Transitionals” in the TTTE which can make it longer than the STSE “but do not add information ” Nida, 1964: 230. The example is presented as follows. SE: I want to finish reading this novel. And I will give it to you. TE: Aku mau menyelesaikan membaca novel ini. Dan setelah selesai membaca , aku akan kasihkan ke kamu. [I want to finish reading this novel. And after finishing reading, I will give it to you.] In the SE, the meaning is that the speaker will not give the novel before she has finished reading it and she will give it to the subject „you’ after she has finished reading. The SE expressions are emphasized in the TE by adding the connective „setelah selesai membaca’ which in English means „after finishing reading’. 8 Categories of the Receptor Language When there are certain categories in the TTTE which do not exist in the STTE, whether they are obligatory or optional, it is necessary to add them in the TTTE Nida, 1964: 230. The example is presented as follows. TE: I meet your mother. SE: Aku sudah bertemu ibumu. In this example, the verb „meet’ is translated into Bahasa Indonesia as „sudah bertemu’. Here the adverb „sudah’ is obligatory added to show that the activity is the past tense. 9 Doublet The use of doublet in some languages is frequent or even obligatory since its function, for example, is almost like quotation marks Nida, 1964: 230. It denotes or re-expresses the previous „semantically supplementary expression’ occurring in one place such as „answering, said’, „asked and said’ or „he said…said he’ Nida, 1964: 230. The example is presented as follows. SE: He said, “I love you.” TE: Dia bilang , “Aku cinta kamu,” katanya. [He said , “I love you,” said he.] Doublet usually occurs in oral conversations in which some words, phrases, or clauses are consciously or unconsciously repeated within a sentence. In the example above, there is an addition the word „katanya’ „said he’ in the TE which has equal meaning to „Dia bilang’ „He said’. The nine techniques mentioned above are considered to be the most common and important types of „additions’ used in translation and interpreting. Besides, it is important to remember that these techniques do not add any “semantic content of the message” such as in changing from implicit to explicit status, it just changes an implicit STSE into an explicit TTTE so it just change the way to communicate from the ST into the TT, not to the content Nida, 1964: 231.

b. Subtractions

Nida 1964: 231-233 mentioned seven basic types of subtractions: 1 repetitions, 2 specification of reference, 3 conjunctions, 4 transitional, 5 categories, 6 vocatives, and 7 formulate. 1 Repetitions In some languages repetitions are needed but in some other languages they are misleading Nida, 1964: 231. Therefore, one of the pair must be reduced. This type of subtractions is the opposite of the „doublet’, one out of nine types of additions’. The example is presented as follows. SE: He said , “I love you,” said he. TE: Dia bilang , “Aku cinta kamu.” [He said , “I love you.”] The clause „said he’ in the SE, which is equal to „He said’, is not translated in the TE since it is considered that repetition is not needed in the TE. The clause „Dia bilang’ in the TE, which means „He said’, is equally representing both clauses „He said’ and „said he’. 2 Specification of Reference Although an addition of elements is often required to make an implicit reference in the STSE more explicit in the TTTE, since every language has its own way to express the reference, there is also an opposite situation Nida, 1964: 231. The example is presented as follows. SE: Jane is crying because she feels sad. TE: Jane menangis karena merasa sedih. [Jane is crying because of feeling sad.] Since it is clear that who feels sad is Jane, the specific reference „she’ in the SE can be omitted in the TE. 3 Conjunctions There are two principal types of conjunctions that are lost: a “those associated with hypotactic constructions…and b those which link co-ordinates, element often combined without conjunctions, either in appositional relationships ” Nida, 1964: 232. Here is an example of subtraction from hypotactic into paratactic construction as follows. SE: I am hungry, so that I buy a pizza. TE: Aku lapar, aku beli pizza. [I am hungry, I buy a pizza.] Here is an example of subtraction in terms of co-ordinates element as follows SE: Jack and George and Jane TE: Jack, George, Jane In the first example, the sentence in the SE consists of independent and dependent clause. The clause „I am hungry’ is the independent clause, whereas „so that I buy a pizza’ is the dependent clause. This SE construction is classified as hypotaxis. In this construction, the conjunction „so that’ is the key word indicating that this sentence uses hypotactic construction. In other hand, the conjunction „so that’ is omitted in the TE so the TE construction is classified as parataxis in which both clauses „Aku lapar’ „I am hungry’ and „aku beli pizza’ „I buy a pizza’ are independent clauses. In the second example, the conjunctions „and’ in the SE are omitted in the TE. This omission occurs since it is considered that the TE still has equal meaning to the SE. Another example is such as to omit the conjunction „but’ between two independent clauses „I miss you but I hate you’ into „I miss you, I hate you’. 4 Transitionals Transitionals are different from conjunctions since their functions are just “to mark a translation from one unit to another” Nida, 1964: 232. The example is presented as follows. SE: You have done some very hard works. Therefore, you can rest for a days. TE: Kalian sudah melakukan pekerjaan yang sangat berat. Kalian boleh itirahat sehari. [You have done some very hard works. You can rest for a days.] T he transition „therefore’ in the SE is omitted in the TE. Although there is no transition in the TE, it still has equal meaning to the SE. 5 Categories Although some translators think that it is necessary to translate all categories from the STSE into the TTTE, not all categories are suitable to be translated Nida, 1964: 232. Therefore, some of them must be omitted to make the TTTE more natural. The example is presented as follows. SE: I am walking now. TE: Saya sedang berjalan. [I am walking.] The word „now’ in the SE is omitted in the TE since the sentence „saya sedang berjalan ’ „I am walking’ has already represented that the subject „I’ is walking „now’. In this case, the TE still has equal meaning to the TE even without translating the word „now’. 6 Vocatives Although every language has their own way to call people, in some languages there is no way to call someone in a polite form. Therefore, some items in the STTE which have no equal meaning in the TTTE must be omitted. This type of subtractions is the opposite of the „categories of the receptor language’, one out of nine types of additions’. The example is presented as follows. SE: Aku mau bertemu kak Intan. [I want to meet kak to address an older person Intan] TE: I want to meet Intan.