ADDITION AND OMISSION IN THE ENGLISH – BAHASA INDONESIA MEMORANDUM OF UNDERSTANDING (MOU)BETWEEN THE MINISTRY OF EDUCATION AND CULTURE OF THE REPUBLIC OF INDONESIA AND THE DEPARTMENT FOR BUSINESS, INNOVATION AND SKILLS OF THE UNITED KINGDOM OF GREAT BRITA

(MOU)BETWEEN THE MINISTRY OF EDUCATION AND CULTURE OF THE REPUBLIC OF INDONESIA AND THE DEPARTMENT FOR

BUSINESS, INNOVATION AND SKILLS OF THE UNITED KINGDOM OF GREAT BRITAIN TEXTS

A THESIS

Presented in Partial Fulfillment of the Requirements for the Attainment of a Sarjana Sastra Degree in English Literature

By

Rosma Puspitasari 09211144009

ENGLISH LITERATURE STUDY PROGRAM ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGES AND ARTS YOGYAKARTA STATE UNIVERSITY

2016

With my deepest gratitude and warmest affection, I dedicate this thesis to my parents, Alm. Bapak Atmaji Sabarudin and Ibu Satiyem

and

for everyone who waits for my graduation

MOTTOS

“Overconfidence is your worst enemy”– Scarlet Heart Ryeo

“Verify, Allah will not change the (good) condition of people as long as they do not change the state of (goodness) themselves”–Ar-Rad: 11

“Nothing bad in accepting “It was my fault”” - Anonymous

Alhamdulillahhi rabbil alamin; all praise be to Allah SWT, the Almighty, the most Beneficial, the most Merciful and the only one God who is never tired of listening to men. Greeting and invocation are presented to the Prophet Muhammad SAW, who has guided mankind to the right path.I acknowledge my family, my lecturers, and my friends who have encouraged me to finish this thesis and who have given me continous support for me on the process of this thesis writing.

It is with immense gratitude that I acknowledge the support and help of my first supervisor Bapak Drs. Asruddin B Tou, MA. Ph.D and Bapak Yosa Abduh Alzuhdy, SS, M.Hum, as my second supervisor for the patience, guidance, advice, care, encouragement and support during the process of writing this thesis. Furthermore, I am indebted to all lecturers of the English Department of Yogyakarta State University with whom I have learned and discussed the knowledge.

This thesis is dedicated to my dearest parents, Alm. Atmaji Sabarudin and mamak Satiyem, who have given me the opportunity of an education from the best institution and support throughout my life, for their endless loves, supports both physically and financially. I would like to apologize for taking too long finish this thesis. I would like to thanks my beloved sister Deny Ika Anggraini for being such a good sister, my troublemaker nephew Darrelino Algibran Illinsyah for being such a mood booster for me.

In addition, I also owe billion thanks to my brother Akhmad Amirudin who lent me his precious laptop to finish my thesis. An enormous thank also goes to Dek Katrin Rahma, Lemu Tri Nur lianingsih, Moong Hilma Aulia Tejawati, Syalala Nurissa Fatmawati my partners in “sad and happy” condition, who always has time listen to my a long and mournful complaint during the process of consultation on writing this thesis. I also thank all of my friends in English Literature Study Programme, particularly the G class and Translation Concentration.

In the end, I realize that this thesis is far from being perfect. Therefore, comments and suggestions are kindly accepted. I also hope that this thesis can contribute to translation study.

Yogyakarta, August 18th, 2016

Rosma Puspitasari

TABLE OF CONTENTS

TITLEPAGE ... i

APPROVAL PAGE ... ii

STATEMENT ... iii

RATIFICATION……… ... iv

DEDICATIONS ... v

MOTTOS ... vi

ACKNOWLEDGMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF ABBREVIATION……… . xiii

ABSTRACT... xiv

CHAPTER I INTRODUCTION A. Research Background ... 1

B. Focus of the Research ... 3

C. Research Objectives... 4

E. Research Significance... 4

CHAPTER IILITERATURE REVIEW AND CONCEPTUAL FRAMEWORK A. Theoretical Review ... 6

1. Translation ... 6

a. Notions of Translation ... 6

b. Types of Translation ... 8

c. Process of Translation……….. 11

2. Addition and Omission... ... 12

a. Definitions of Addition ... 12

b. Definitions of Omission ... 15

3. Equivalence in Translation ... 18

a. Notions of Equivalence in Translation ... 18

b. Types of Meaning Equivalence ... 19

c. Degree of Meaning Equivalence... 21

4. Memorandum of Understanding ... 22

B. Conceptual Framework... ... 24

C. Analytical Construct………... .. 26

CHAPTER III RESEARCH METHOD A. Type of Research ... 27

B. Sources and Data ... 27

C. Method of Data Collection ... 28

D. Technique of Data Analysis... 28

E. Trustworthiness... 29

CHAPTER IV FINDINGS AND DISCUSSIONS A. Research Findings... 31

B. Discussion... 35

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 48

B. Suggestion... 49

REFERENCES ... 51

APPENDICES……… ... 52

LIST OF TABLES

Table 1 : The Occurrence of Addition and Omission…... 31

: Degree of Meaning of the Expressions translated with Addition Table 2 and Omission ... 31

Table 3 :The Degree of Meaning Equivalence ………... 32

Table 4 :The Types of Addition………... 33

Table 5 : The Types of omission………... 33

LIST OF FIGURE

Figure1 :Process of translation (Nida, 1975: 80)………... 11

Figure2 :Analytical Construct………. 26

ST : Source Text TT : Target Text SL : Source Language TL : Target Language

MoU : Memorandum of Understanding

ADDITION AND OMISSION IN THE ENGLISH – BAHASA INDONESIAMEMORANDUM OF UNDERSTANDING (MOU) BETWEEN THE MINISTRY OF EDUCATION AND CULTURE OF THE

REPUBLIC OF INDONESIA AND THE DEPARTMENT FOR BUSINESS, INNOVATION AND SKILLS OF THE UNITED KINGDOM

OF GREAT BRITAIN TEXTS By RosmaPuspitasari

09211144009 ABSTRACT

This research aim is to identify addition and omission types applied by translator in translating Memorandum of Understanding texts in the ST into TT, and also to investigate the impacts of the techniques on the degree of equivalence that can be viewed in TT.

This research used a descriptive qualitative research with the content analysis method. The main source of this research was Memorandum of Understanding (MoU) text between The Ministry of Education and Culture of The Republic Indonesia and The Department for Business, Innovation and Skills of the United Kingdom of Great Britain. The main instrument of the study was the researcher and the secondary instrument was a data sheet. The data analysis was conducted through four steps: collecting the data, analyzing addition and omission technique,writing down the data in the data sheets and Drawing conclusion of the result analysis. The researcher also triangulated the data to achieve trustworthiness of the data by repeatedly doing consultations and asking some peers to re-check the data.

The results of the research show that there are 22 cases from 40 of the data using additions and omission techniques. Addition techniques are the most occurrences in the translation process, i.e. twelve cases of data. Omission is the second place with ten cases that occurred in this research. The researcher found that almost a half of the data is fully equivalence and followed by partly equivalence with the increased meaning is twelve cases and decreased meaning with ten in the data. Increased and decreased meaning are not change the meaning significantly. On the other hand, there is no equivalence case. And also, no case of no meaning found the data

Keywords: Addition, omission, equivalence, translation technique

INTRODUCTION A. Research Background

Language is one of the tools used by all people in the world to communicate. Communication is the interaction of one person with another person with the intention of trying to deliver a message. Indonesian people use Bahasa to communicate with each other because Indonesian is the language of unity even though Indonesia has diverse local languages. Not only Indonesia which has its own language but in almost all countries of the world also have their language to communicate. In addition, language is a bridge between Indonesia to other countries.

The language uses in a wide range of variety. Other than verbal language there is also a language that uses symbols language. The traffic sign is one of the examples of symbols language. Another example is code language. The language used by the person whose have physical disability. For examples, people who cannot see then they are using Braille as their language. A poet who makes a poem uses figure of speech that not the readers understand the meaning of a poem if it is not translated deeply by the expert in this field. And the last, most universities in Indonesia who want to cooperate with overseas universities are required to make an agreement to achieve common goals. The agreement contains the will of both parties who have the same goals. To avoid misunderstandings, the agreement should be made in two languages, in

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Bahasa Indonesia and in English. The contents of the agreement in Indonesian should be equal to the contents of the agreement in English. It requires translators who can translate the agreement in Indonesian to English with the same content without added or omitted. This agreement is commonly called Memorandum of Understanding (MoU).

Language and Memorandum of Understanding (MoU) have important relation with translation. Translation plays an important role in many areas of our lives and our country. Our country cannot go forward without the help of other countries. For the bilateral and multilateral cooperation is needed to help the country in education, economic, social and others. The relation of translation and partnership is very close because one country to another has different languages and to reach an agreement and avoid any misunderstandings the two sides make a written agreement containing the agreement of both sides to achieve a common goal.

Addition and omission often appear in the two similar texts but use different languages. The author using this strategy is intended to add a word in a sentence to make it more understandable or omit a word in a sentence that does not cause misunderstanding of the meaning to be conveyed. This can happen in any text but not for Memorandum of Understanding (MoU) text. The contents of the text in Bahasa should be the same meaning in English text that should not be add or omit.

In this study, the researcher tried to examine the Memorandum of Understanding (MoU) text by using addition and omission. This method is used by the researcher to know that the Memorandum of Understanding (MoU) in Bahasa Indonesia and English texts is equivalent. The examination includes finding the addition and omission technique itself and describing the degree of equivalent of the addition and omission on the Memorandum of Understanding (MoU) texts.

B. Focus of the Research

Novels and movies is one of the data that is widely used research to develop their scientific work. Researcher is focus on the data that has never been used by previous researchers. Researcher will use a memorandum of understanding texts from the Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and Northern Ireland. The Memorandum of Understanding (MoU) of both sides is written in the document form. The document contains the same framework that will be performed by the two departments. The agreement was written in English and Bahasa Indonesia. The understanding of defining the content of the document must be in one line between the two sides. The researcher will explore the addition and omission in the text. The degree meaning of both texts will also be measured to determine the intensity of the equality. The equality of

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meaning in a text is important in order to avoid misunderstandings between both parties.

According to the background above, the formulation of problems can be arranged as follows.

1. What kinds of addition and omission are used by the translator in The Memorandum of Understanding (MoU) texts?

2. What is the degree of meaning equivalence of the addition and omission in The Memorandum of Understanding (MoU) texts?

C. Research Objectives

Related to the formulation problems above this research has two objectives:

1. to describe the addition and omission translation types are used by the translator in The Memorandum of Understanding (Mou) texts, and

2. to describe the degree of meaning equivalence of the addition and omission in The Memorandum of Understanding (MoU) texts.

D. Research Significance

According to the objectives of the research, it is expected to give contributions both theoretically and practically:

1. Theoretically

It is highly expected that this research can enrich the knowledge regarding translation fields especially those which are related to addition and omission techniques and the meaning equivalence in translation.

2. Practically

For the students of English Language Education Department, this research is expected to give wider knowledge about addition and omission techniques that related to the meaning equivalence which is used in Memorandum of Understanding (MoU) texts.

For the lectures and faculty, there is expectation that this research can add further information about translation field especially addition and omission techniques that relate to the meaning equivalence in the Memorandum of Understanding (MoU) texts. Finally, this research is expected to be a reference for other researchers in conducting similar researches especially for those who are interested in translation fields.

CHAPTER II

LITERATURE REVIEW

A. Theoretical Review

1. Translation

Translation is the process of translating a text from one language to another language with existing methods with the goal of reader can understand without having to understand the source language. Translation has many meanings, and the experts define translation with a variety of languages and according to their understanding but still have the same contents.

a. Notions of Translation

Everyone has his own definition in interpreting translation, depending on the context he used. According to Catford (1965) translation is the replacement of textual material in one language (Source Language) by equivalent textual material in another language (Target Language). It means that the text, which is translated into various languages, is the result of the translation process and it should have the same meaning as the original text.

The process of translation between two different written languages involves the translator changing an original written text (the source text or ST) in the original verbal language (the source language or SL) into a written text (the target text or TT) in a different verbal language (the target language or

TL) (Munday, 2001: 5). The same with Catford, Munday also defines translation is translating the source text into written language by using the target language text. Both definitions above imply that translation involves two languages: source language (SL) and target or receptor language (TL).

Moreover, Mettham and Hudson in Bell (1991: 6) say that translation is the replacement of a representation of a text in one language by representation of a text in one language by representation of an equivalent text in a second language. It can be seen that they emphasize the word replacement and representation as a reference that the results from the translation done by the translator should have the same meaning in the form of different language.

Larson (1984:3) defines translation as transferring the meaning of source language into receptor language. It is only the meaning that is being transferred. The meaning should not change, only the form may change. He stated that there are some processes in order to get the meaning. One should study the lexicon, grammatical structure, communication situation and cultural context of the SL and analyze it to determine its meaning, and then reconstruct this same meaning using the lexicon and grammatical structure which are appropriate in the receptor language and its cultural context. Therefore, a translator should be bilingual person. This means that he/she must master the SL and TL in order to be able to transfer the SL to the TL appropriately.

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b. Types of Translations

There are three types of translation according to Roman Jakobson (Jakobson 1959/2000:114) in his seminar paper “On linguistics aspect on translations”:

1) Intralingual translation, or „rewording‟: „an interpretation of verbal signs by means of other signs of the same language‟;

2) interlingual translation, or „translation proper‟: „an interpretation of verbal signs by means of some other languages‟;

3) intersemiotic translation, or „transmutation‟: „an interpretation of verbal signs by means of signs of non-verbal signs systems‟). First, intralingual translation is an interpretation of verbal signs by means of other signs of the same language. It means the translator will be rephrased with the same language to clarify or make something said or written clear. Second, interlingual translation is an interpretation of verbal signs by means of some other languages. It occurs in a movie that translates the conversation from the movie into another language, for example, English into Bahasa. Third, intersemiotic translation is an interpretation of verbal signs by means of signs of non verbal signs systems. It might occurs in the written text which is translated into music, film or painting.

Catford (1965: 21-26) divides types of translation into three different categories. Those are extent, levels and ranks.

1) the extent translation a) Full translation

Full translation is a translation in which all of source language (SL) texts are replaced to the target language texts (TL) material. For example:

SL: She will cook noodle. TL: Dia akan memasak mie. b) Partial Translation

In partial translation, translations that some parts of the source language (SL) texts are left . They are simply transferred in target texts (TL). For example:

SL: He like pizza TL: Dia suka pizza 2) Levels

a) Total translation

Total translation is the replacement of source language grammar and lexis by equivalent target language grammar and lexis with consequential replacement of language phonology/graphology by (non-equivalent) target text language phonology/graphology.

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It is the replacement of SL textual material with equivalent TL material at only one level; whether at the phonological level, graph logical level, or at the level of grammar and lexis.

3) Ranks

a) Rank-bound translation

It is the selection of target language (TL) text is limited at only one same rank such as word – for – word equivalence, morpheme-for-morpheme equivalence.

b) Free translation

Another name of free translation is unbounded translation. It means equivalence shunts up and down the rank scale but tends to be at the higher ranks. It is between larger units than the sentence.

c) Literal translation

Literal translation lies between the two extremes, rank-bound translation, and free translation. It may start, s it were, from word-for-word translation, but make changes in conformity with target language (TL) grammar (e.g. inserting additional words, changing structures at any rank, ect.)

c. Process of Translations

The products of translating do not appear out of nowhere but there is a process behind it done by translator to produce a good and properly translation. According to Nida and Tabet in Munday (2001:40), state that there three stages in translations process.

1) Analysis, in which the surface (i.e. the meaning as given in source language) is, analyzed the grammatical relationship and the meaning of the word and combinations of the words.

2) Transfer, in which the analyzed material is transferred in the mind of translator from source language to receptor one.

3) Restructuring, in which the transferred material is restructured in order to make the final message fully acceptable in the receptor language.

The translation can be illustrated in figure 1.

Source language Receptor

Analyzing Restructuring

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Figure1. Process of translation (Nida, 1975: 80)

It can be seen from the diagram that the first thing translator must do is analyze the source language (SL). Then, they are transferring the message to the reader. Finally, the message is restructured into target language (TL) and delivered in a proper way to the readers.

2. Addition and Omission a. Definitions of Addition

In translation, there are many factors that affect a translator to be able to modify, change, add or subtract a translation that is translated. One of the factors is the lack of translation version when the equivalent term is not found in the target text. Addition is also called grammatical expansion for clarify of meaning. It becomes an imprecise translation procedure if it results to over translation.

According to Nida (1964), there are some circumtances that might oblige a translator to make an addition: to clarify an eliptic espression, to avoid ambiguity in the target language, to change a grammatical category, to amplify implicit elements, to add connectors.

Moreover, Berman (1985) states that target text (TT) with addition often over-translate the source text (ST), leading unfavorable effects such as the unshaping of rhythms and a reduction of the clarity of the work‟s voice.

It means translator sometimes say more in target text than the source text (ST). For example:

ST:He may be able to get my ball.

TT: Dia bisa mendapatkan bolaku dan memberikannya padaku.

Furthermore, Newmark (1988: 91), says information added to the translation is normally cultural (accounting for the differences between SL and TL culture), technical (relating to the topic), or linguistic (explaining wayward use of words).

1). Explanation of term

Baker (1992) sustains Newmark‟s opinion that addition is regarded as an extra explanation of culture-specific concepts and is obligatory specification for comprehension purpose. The differences in culture and language greatly affect the equivalence of the translation itself that cannot be found in some other language. For example:

The word “kebo-keboan” literally means “fake buffalo” ._{The majority of} Javanese are work as farmers also have its own rituals. “Kebo-keboan” is a Javanese traditional ceremony performed to refuse all the plagues and disasters on the plants they had planted, so that the plants will grow well and produce a satisfactory harvest. In this ceremony, 30 people dressed up to resemble a buffalo that will be paraded around the village. They will be dressed and walk just like the buffalo that was plowing a field. Therefore,

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“kebo-keboan” cannot be translated as real the literally meaning but must be explained clearly so that there is no misunderstanding.

2). Addition of information for specification purpose

Nida (1964) classifies two obligatory specification purposes; ambiguity in the receptor language formation and the fact that greater specificity may be required so as to avoid misleading reference. Misunderstanding on the target text may occur if there is one word in the source language that is uncertain.

3). Addition information due to the shift of voice

According to Nida (1964:227), addition of information may also be required due to the shift of voice and alteration of word classes to avoid misinterpretation.

For example:

“I cut my finger”. When native speaker of Indonesian translated it into Indonesian, s/h should add „oleh pisau (with knife). One of the reasons is the word “cut” is an active voice and the world class should be changed into passive one; the word “cut” becomes „tersayat “was cut”. It is to show that she or he did it by accident.

4). Addition of information due to the alteration of word classes

Addition of information due to the alteration of word classes uses to avoid misinterpretation. It contains the changes of adjective to adjective clause. For example “she gets a renewable trash bag”, the adjective „renewable‟ is translated into an adjective clause „yang dapat diperbaharui

(which can be renewed)‟. The addition of „yang (which)‟ is obligatory to achieve grammatically.

5). Amplification from implicit to explicit status

Some of the situation that apply amplification from implicit to explicit are the addition following verb, noun changes to phrase, identifying an object or an event, and expanded by a classifier to specify object, and then an explanation of term.

For example: “Tell me about the basketball.”

“Ceritakan kepadaku tentang pertandingan bola basket.” The word “pertandingan” is added to identify the event of basketball match, not what the baseball is.

6). Addition of categories

The addition of categories in translation done by translator is used to make the target language explicit. The type is used because the lack information about one word in the target language. The other of category is the use of connectives.

For example: “I convinced her children are noisy”

“ Saya berhasil meyakinkan dia bahwa anak-anak berisik” The word “bahwa” is added by translator although the word “bahwa” is not significant in carrying the meaning as a connective.

b. Definition of Omission 1) simply omitting the meaning

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Based on Baker (1992:40-41), omission is dealing with meaning of the source text. It means that „…the meaning conveyed by a particular item expression is not vital enough to the development of the text to justify distracting the reader with lengthy explanation, translator can and often simply omit translating the word of expression….”

Based on Vazques Ayora (1977) uses the term operative technical procedures, although he sometimes refers to them as the translation method. He defines that omission is to omit redundancy and repetition that is characteristic of the SL.

Newmark (1981:149) uses the word „deletion /omission‟. Sometimes

„deletion /omission‟ is allowed in translation when the word in the source text functions only as supporting information.

2) Omission of double expression

The category of plural in English is both morphologically conditioned and phonologically conditioned. A plural noun is also preceded by determiner showing plurality, If it is expressed Indonesian, redundancy will occur. Indonesian plural category is lexically formed by repetition of the noun buku- buku (book-book) or by adding a noun quantifier such as beberapa (some) or tiga (three). Once a given noun is in the plural form, the quantifier has to be deleted. On the other hand, once there is quantifier denoting plurality, the

noun is question should be in the singular form or the repetition of the noun should be avoided.

For example: Five breads = Lima roti-roti should be lima roti

Some mice = beberapa tikus-tikus should be beberapa tikus

3) Specification of reference

Some references that is used several times or repeated in text, a translator can omit some of them to avoid the repetition of using same references.

For example:

SL: “Since she had no foods for many days, she ate a large amount of corn.”

TL: “Karena tidak makanan selama beberapa hari, dia makan sejumlah besar jagung.”

The omission of the reference „she‟ is due to the repetition using of the reference itself. The omission of reference appears in the vice versa of the filling out elliptical expression.

For example:

SL: “Push it little more,” he shouts. “Push it hard.” _{Push it so that you} can move it to the corner.”

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TL “Dorong sedikit lagi,” teriak lelaki itu. “Dorong yang kuat.” Dorong sehingga kamu bisa memindahkanya ke pojok.”

The translator decides not translate the word “it” because it does not change the meaning of the whole sentence that can keep the stylistic of the literary work.

4) Conjunctions and Transition

Not only in addition but also in omission there is omission of conjunction and transitional. A translator can omit the conjunction which link as co-ordinate.

For example:

“… that the old man was now definitely and finally salao,…” The translator omits the connectives „and‟, so that the translation becomes;

“… bahwa lelaki tua itu sekarang akhirnya benar-benar telah menjadi

salao,…”

3. Equivalence in Translation

a. Notions of Equivalence in Translation

The most important concept in translation is equivalence that becomes standard in translating of text. Translate a text from the Source text to the

Target text should be equal in order that the message can be accepted by the readers. According to Catford (1965: 20) that translation is replacement of textual material in one language (SL) by equivalent textual material in another language (TL).

Moreover, Munday (2001: 37) states that for the message to be equivalent in ST and TT, the code-units will be different since they belong to two different sign systems or language, which partition reality differently. So, the equivalent message in Source Text (ST) and Target Text (TT) will be different because every language has their own structure and system. Furthermore Machali (1998: 3) also states that the central problem of translating is to find the translation equivalence for a text in a given context.

b. Types of Meaning Equivalence

1). Full Equivalence

The meaning of full equivalence is the meaning in the source language text is completely transferred into target language text.

Example:

ST: She is dumb. TT: Dia bodoh.

From the example above, it can be seen that the source text is completely translated into target text.

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Partial equivalence is a translated text in which there are some elements or meaning that is lost or changes from the SL.

Example:

ST: Give away some tissues TT: Berikan tisu.

It can be seen from the target text that the article „some‟ is omitted. It can be concluded that some elements in the sentence is lost.

3). No Equivalence

It means that the meaning of target text is totally different from the SL.

Example:

ST: Bring it up to the basket. TT: Masukan ke keranjang.

It is so clear that there is no equivalence between the source text and target text because if the source text literally translated into target text, it will be „bawa ke keranjang‟, but it is translated into „masukan ke keranjang‟.

4). No Meaning

No meaning means the target text has no meaning at all from the SL.

Example:

ST: That‟s great. Well made TT: Itu luar biasa

It can be seen from the example above that the words „well made‟, it is not translated into target language. There is no meaning of the source text in the target text.

c. Degree of Meaning Equivalence

In translation, degree of meaning can be categorized into: equivalent meaning (fully meaning, increased meaning, and decreased meaning) and non-equivalent (fully different meaning and fully no meaning). Bell states (1991: 6) that texts in different languages can be equivalent in different degrees; fully and partly equivalent.

1) Equivalent Meaning a) Full Meaning

Full meaning appears when the target language is not adding or omitting the information from source language.

b) Increased Meaning

Increased meaning occurs when the translator adds information in target language (TL) which is not found in source language (SL).

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Decrease meaning happens when the translator omits some information that found in the source language (SL) text so the information content in the TL decreases.

2) Non Equivalent Meaning

Non-equivalent meaning is the meaning of the translation that does not convey the original writing. Non equivalent meaning consists of fully different meaning and fully no meaning.

a) Fully Different Meaning

A translation of the source expression (e.g. a clause) is categorized into different meaning when there is a lexical item which meaning is different from that source expression, so that the meaning is fully different)

b) Fully No Meaning

The category appears when a clause of the source expression has no meaning in the target expression because there is no translation at all.

4. Memorandum of Understanding (MOU)

Memorandum of understanding comes from the words memorandum and understanding. Memorandum itself means a written proposal or a reminder or note. And understanding means the statement (oral or written) of an exchange of promises or an inclination to support or be loyal to or to agree with an opinion. So memorandum of understanding can be defined as a memorandum

of understanding made by the two sides that will conduct cooperation as the basis for the early formation of a valuable agreement that legally binding.

According to Cambridge Dictionary, memorandum of understanding is a document that records the details of an agreement between two companies or organizations, which has not yet been legally approved.

Based on Collins English Dictionary, memorandum of understanding is a noun which means a document that describes the general principles of an agreement between parties, but does not amount to a substantive contract.

Memorandum of understanding between the Ministry of Education and Culture of the Republic of Indonesia and the Department of Business, Innovation and Skills (on behalf of the Government and Devolved Administrations of the United Kingdom of Great Britain and Northern Ireland) on Cooperation in the Field of Education selected as the data of this thesis. It signed in London, on 13th June 2002. The objective of this cooperation is to strengthen mutual cooperation in education on a reciprocal basis for the advancement of knowledge and intellectual development.

This memorandum of understanding contains of twelve articles. There are objective, scopes of cooperation, implementation, funding, participation of other institutions, and limitation of personnel activities, joint working group, confidentiality and intellectual property rights, traditional knowledge, settlement of dispute, amendment and entry into force, duration, and termination.

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The Memorandum of Understanding (MoU) is duplicate into two languages, there are in English and Bahasa Indonesia.

B. Conceptual Framework

Translation is a process to convert the source text to the target text without changing the meaning that contains in the source text. The purpose of this process is to convey the message of the text to the reader to be easily understood. In order to avoid misunderstanding for the reader, a text translation should be equivalence with the source text. Catford (1969:20) states that translation is the replacement of textual material in one language (SL) by equivalent textual material in another language (TL).

The purposes of this research focused on the use of the addition and omission which is part of translation techniques in the Memorandum of Understanding (MoU) texts between the Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and Northern Ireland and describes the impact on the degree of equivalence. Using the addition and omission as translation technique to analyze is one of the main point of this research because it is used to see the way the translator translating the Memorandum of Understanding (MoU). Besides translation technique, degree of equivalence is very essential, which is used to analyze the equality of The Memorandum of Understanding (MoU) texts in English and Indonesian.

The degree of meaning equivalence is divided into two; equivalent and non-equivalent. The equivalent meaning is consists of a fully equivalence and partly equivalence and non-equivalent meaning are no meaning and no equivalence. In partly equivalence is divided into increased meaning and decreased meaning. Increased meaning happens when the translator adds information in the target language (TL) which is not found in the source language (SL). Decreased meaning means that the translator omits some information that found in the source language (SL) text so the information content in the TL decreases. The researcher uses degree of meaning to measure the meaning quality of the realizations after the strategies are applied in the target language.

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Addition

1. Explanation of terms 2. Addition of information for specification purpose 3. Addition information due to the shift of voice 4. Addition information due to the alteration of world classes

5. Amplification from implicit to explicit status 6. Addition of categories.

Omission

1. Simply omitting the information

2. Omission of double expression

3. Specification of reference

4. Omission of conjunction and transitional. C. Analytical Construct

Translation

intralingual interlingual intersemiotic

Translation Process

Source Text (MoU in English) Target Text (MoU in

Bahasa Indonesia) Indonesia) Translation Techniques

Bahasa Indonesia

Degree of Meaning Equivalence

1. Equivalent 2. No-equivalent

a. Fully Equivalent a. Different Meaning b. Partly Equivalent b. No Meaning

- Increased Meaning - Decreased Meaning

CHAPTER III

RESEARCH METHOD

A. Type of Research

This research is descriptive qualitative research. It does not deal with testing of a theory or hypothesis, but it deals with understanding of theory (Hadi, 2001:23). Based on Wiersma (1995:217) there are some characteristic of qualitative research. First, the research should be conducted in the natural setting so it needs a holistic interpretation. The second is that qualitative research emphasizes on narrative description and interpretation. Third, the study has a theory that is grounded in the data. The fourth, it tends to analyze the data inductively, and the last is that the purpose is to understand the social phenomena. It is the study in which the researcher needs to collect and analyze data to get conclusion. This researcher is concerned with providing a description of phenomena which occurs naturally without intervention.

B. Sources and Data

According to Wuardji in Praopo (2001:3), a research should be done systematically; having valid, reliable, and objective results; and should be supported by data empirically. Memorandum of understanding between the Ministry of Education and Culture of the Republic of Indonesia and the Department of Business, Innovation and Skills (on behalf of the Government and Devolved Administrations of the United Kingdom of Great Britain and Northern Ireland) on Cooperation in the Field of Education selected as the

28

data of this thesis. It contains of twelve articles and four pages. There are objective, scopes of cooperation, implementation, funding, participation of other institutions, and limitation of personnel activities, joint working group, confidentiality and intellectual property rights, traditional knowledge, settlement of dispute, amendment and entry into force, duration, and termination. It signed in London, on 13th June 2002. It was duplicate into two languages, there were in English and Bahasa Indonesia.

Based on Fraenkel and Wallen (1993:100-101), states that data as the kinds of information that researcher obtained on the subject on their research. There are two data resources were used in this research. The data sources are the Memorandum of Understanding in English and Bahasa Indonesia texts. The data forms in this research are words, phrases or the whole sentences. The sources of this data will help the researcher get a great number of information that is needed.

C. Method of Data Collection

The data will be collected by selecting all addition and omission terms in the Memorandum of Understanding in English and Bahasa Indonesia texts. The researcher read the texts several times to obtain the data to be analyzed. Data were taken to support the research question. The researcher was reading and note taking. By reading to the texts of the documents, the researcher took

a note that the addition and omission can be found in the words, phrases, sentences or clause.

D. Technique of Data Analysis

These are the steps designed to perform the research:

a. Collecting the data that appear in the form of words, phrases, sentences and clauses from the two data resources: Memorandum of Understanding in English and Bahasa Indonesia texts.

b. Analyzing addition and omission technique in Memorandum of Understanding in English and Bahasa Indonesia texts.

c. Writing down the data in the data sheets and then coded the data.

d. Drawing conclusion of the result analysis.

E. Trustworthiness

Qualitative studies are tools used and describe human experience. These studies also use subjectivity of the researcher in describing the phenomena under the study. To obtain trustworthiness of the qualitative research, the research will apply credibility and dependability. Therefore, there must be credibility to ensure the findings of qualitative research (Vanderstoep and Johnston, 2006: 179). The researcher applied the triangulation technique to achieve the credibility by asking some observes to verify the data. The experts have the capability to find the validity of the data. Besides of her advisors, the

30

researcher asked her friends from English Language and Literature program to help in this triangulate technique.

The data finding were triangulated by the friends of the researcher was discussed and consulted to the advisors. It helped the researcher to get the dependability.

CHAPTER IV

FINDINGS AND DISCUSSION

A. Research Findings

In this chapter, there are two majors part. The first is findings and the second is discussion. The findings are contains of the data found in the Memorandum of Understanding (MoU) texts between The Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and Northern Ireland. Addition came out as the most common techniques in this research and the second strategy is omission.

The researcher uses degree of meaning to measure the meaning quality of the realizations after the strategies are applied in the target language. The degree of meaning equivalence is divided into two; equivalent and no- equivalent. Surprisingly, the researcher finds that the realization of the data mostly equivalent.

The result of the analysis of the strategies and degree of equivalent can be seen in the table below.

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Table 1. The Occurrence of Addition and Omission

No. Method Frequency Percentage

1. Addition 12 30%

2. Omission 10 25%

3. Total 22 100%

The researcher finds 22 cases from 40 of the data using additions and omission techniques. Addition techniques are the most occurrences in the translation process, i.e. twelve cases of data (30%). Omission is the second place with ten cases or 25%.

Table 2. Degree of Meaning of the Expressions translated with Addition and Omission

No Degree of Meaning Frequency Percentage

1. Equivalent Meaning 40 100%

2. Non-equivalent Meaning 0 0%

Total 40 100%

In the degree of meaning, equivalence meaning is the most significant. To be more specific, the researcher is separated the equivalent degree into four different categories. First category is fully equivalence. It can be seen from the table below that almost a half of data is fully equivalence. There are eighteen cases or 45% that occurs in this research. Second is partly

equivalence that divided into increased meaning with twelve cases or 30% and decreased meaning with ten cases or 25% of the data. Third is different with no case or 0%. Lastly, no meaning is no case or 0% of the data.

Table 3. The Degree of Meaning Equivalence

No. Meaning Equivalence Frequency Percentage

1.

Equivalence

Fully Equivalent meaning 18 45%

2. Partly

Equivalent

Increased

meaning 12 30%

Decreased

meaning 10 25%

3. _Non-

equivalence

Different -

-4. No meaning -

-Total 40 100%

The researcher divides each of the two types into subcategories to analyze the data. The addition types consist of six classifications:

a. explanation of terms,

b. addition of information for specification purpose, c. addition information due to the shift of voice,

d. addition information due to the alteration of world classes, e. amplification from implicit to explicit status and

f. addition of categories.

In table 4 below, it can be seen that the most types that occur is addition of categories with six cases. Second, it is amplification from

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No. The Kinds of Omission Frequency

1. Simply omitting the information 7

2. Omission of double expression 2

3. Specification of reference 0

4. Omission of conjunction and

transitional 1

implicit to explicit status is five cases. Third, it is addition of information for specification purpose that occurs two times.

Table 4.The Types of Addition

No. The types of addition Frequency

1. Explanation of terms 0

2. Addition of information for specification

purpose 2

3. Addition information due to the shift of voice 0 4. Addition of information due to the alteration

of word classes 0

5. Amplification from implicit to explicit status 5

6. Addition of categories 6

Omission types fall into four subcategories:

a. simply omitting the information, b. omission of double expression, c. specification of reference, and

d. omission of conjunction and transitional.

From Table 5 it can be seen from the four types there are the most appear is simply omitting the information. From the ten cases that exist, seven cases of them are simply omitting the information. It is followed by the omission of double expression with two cases. The third and fourth are specification of reference and the omission of the conjunction and transitional equally totaled one case.

B. Discussion

1. The Types of Addition and Omission Types are Used by the Translator in The Memorandum of Understanding (MoU) Texts

Addition and omission strategies are used by translation in Memorandum of Understanding is to help the reader to understand the content that written in the Memorandum of Understanding without misunderstanding. In this case, non-equivalence is not significant. It can be concluded that the translator is successful in keeping the function of the original work in terms of meaning with the percentage of 100% categorized as fully equivalent and 0% categorized as no-equivalent. Moreover, the translator has several reasons uses addition and omission technique in translating the Memorandum of Understanding (MoU).

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a. Additions

The addition strategies have six subcategories. There are three subcategorized that are not used by the translator to translate the Memorandum of Understanding (MoU). The categories are explanation of terms, addition information due to the shift of voice and addition of information due to the alteration of word classes. The other three categories will be discussed below.

1) Addition of categories

Addition of categories became the most techniques that have appeared in this research data. In this addition of categories can be divided into a classifier, pronoun, noun, adverb, verb and conjunction.

(a) Addition of conjunction

In a translation, the translator often adds conjunction into the target text to make the sentence is easier to understand.

SL: “Believing that education cooperation would benefit the Participants;”

TL:“Mempercayai bahwa kerjasama pendidikan ini akan menguntungkan para Peserta;”

It is very obvious on the target text in the example above that the translator added the word "it" to connect the previous sentence and clarify the intent from the previous sentence.

SL: “Referring to the Agreement between the Government of the United Kingdom of Great Britain and Northern Ireland and the Government of the Republic of Indonesia on Cooperation in the Fields of Education,Science, and Culture, signed in London, on 13th June

2002;”

TL: “Merujuk ke pada Persetujuan antara Pemerintah Kerajaan Britain Raya dan Irlandia Utara dan Pemerintah Republik Indonesia tentang Kerjasama di Bidang Pendidikan, Ilmu Pengetahuan, Budaya yang ditandatangani di London, padatanggal 13 Juni 2002;”

SL: Taking into account the joint Communiqué between The Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and Northern Ireland on the Partnership in the field of Education, signed in Jakarta on 11th April 2012;

TL:Memperhatikan Komunike bersama antara Kementrian Pendidikan dan Kebudayaan Republik Indonesia dan Departemen Bisnis, Inovasi dan ketrampilan Kerajaan Britania Raya dan Irlandia Utara tentang kemitraan di bidang Pendidikan, yang ditandatangani di Jakarta, pada tanggal 11 April 2012;

From the both examples above, the use of the word "yang" is the link that is used to emphasize the previous and after words in the sentence.

(b) Addition of Verb

Translator adds a verb so that targets the text producedis perfectin its delivery. This technique aims to get a grammatical sentence in the target language.

SL: The Participants will ensue that the educational data and information mutually provided and developed, including the results of joint research carried out under this MoU, shall be treated confidentially and will not be transferred or supplied to a third Participant without the prior written consent of the other Participant;

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TL:Para Peserta akan memastikan bahwa data dan informasi pendidikan yang diberikan dan dikembangkan bersama, termasuk hasil penelitian bersama yang dilaksanakan berdasarkan MSP ini, akan dirahasiakan dan tidak akan dialihkan atau diberikan kepada pihak ketiga sebelum memperoleh persetujuan tertulis dari Peserta lainnya;

The verb "memperoleh" here was added to make the sentence is appropriate grammar complete. Besides, the word is to clarify that the participants will get their rights after obtaining the written consent from the other participants.

SL: The Participants will recognize the value of traditional knowledge and recognize the rights of holders of traditional knowledge to the effective protection over traditional knowledge against misuse and misappropriation of the Participants

TL: Para peserta wajib mengakui nilai dari pengetahuan tradisional, dan mengakui hak-hak yang dipegang oleh pemilik pengetahuan tradisional dimaksud untuk secara aktif melindunginya dari penyalahgunaan dan penyimpangan yang dilakukan oleh para Peserta.

As well as the addition of "yang dilakukan" by the translator has the objective to emphasize and tell who actively protect it of the misuse and irregularities in this Memorandum of Understanding.

2) Amplification from implicit to explicit status

One of the translation technique purposes, especially addition is to translate a source text that is implicit to the explicit text targets. The differences of culture and language makes translator has a duty to translate a complicated text into text that is clear, straightforward and easy to understand.

SL: The Participants will recognize the value of traditional knowledge and recognize the rights of holders of traditional knowledge to the effective protection over traditional knowledge against misuse and misappropriation of the Participants

TL: Para peserta wajib mengakui nilai dari pengetahuan tradisional, dan mengakui hak-hak yang dipegang oleh pemilik pengetahuan tradisional dimaksud untuk secara aktif melindunginya dari penyalahgunaan dan penyimpangan yang dilakukan oleh para Peserta.

From the example above, the translator added the word "wajib" to affirm and emphasize that each participant must acknowledge the value offrom the traditional knowledge, and recognize the rights held by the owners of traditional knowledge.Although at a target source does not exist, in order that no one broke the rules, the word has a very strong strength of command.

The addition of the word "dimaksud" has the power to clarify the purpose of the participants were required to recognize the value of traditional knowledge and Recognize the rights of holders of traditional knowledge.

SL: to provide scholarships to students, faculty members, teachers, and administrations staff of the participants, on the availability of fund; TL:untuk menyediakan beasiswa-beasiswa bagi peserta didik, tenaga pengajar pada lembaga perguruan tinggi , guru, dan pegawai administrasi bagi Para Peserta berdasarkan ketersediaan dana;

Translator translates the words “faculty members” with "tenaga pengajar pada lembaga perguruan tinggi", the addition is intended to provide information to reader who are the members in

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every faculty that involved in the Memorandum of Understanding (MoU).

SL: Pursuant to the prevailing laws and regulations in their respective countries as well as the procedures and policies on education;

TL: Sesuai dengan hukum dan peraturan perundang-undangan yang berlaku di masing-masing Negara serta prosedur dan kebijakan tentang kerjasama pendidikan;

The word“kerjasama” added to the target text is intended to clarify the law applicable to the types of activities undertaken by the participants of this Memorandum of Understanding (MoU). So the participants who were in Indonesia will not be confused or do not understand when reading this Memorandum of Understanding (Mou).

SL: Each participant will protect, within its territory, intellectual property rights of the other Participant on accordance with the domestic law in force in their respective country; and

TL: Masing-masing Peserta wajib melindungi di dalam wilayahnya, hak atas kekayakan intelektual Peserta lainnya sesuai dengan peraturan dan ketentuan hukum domestik yang berlaku di masing- masing negara; dan

The literally terms of “law” in Indonesian is “hukum”. From the example above, the translator translate the law more broadly by adding "peraturan dan ketentuan". In addition to emphasize also explained in detail in order that misunderstandings do not occur.

3) Addition of information for specification purpose

The third classification of addition is addition of information for specification purpose. These additions may happen or be done by

the translator to avoid any ambiguity in translating into the target text. For some reason, the author does not write the complete information about the sentence or text so the translator must add the missing word so it will be relevant in the target text. For example:

SL: to promote the establishment of an Indonesian Studies Centre in the UK;

TL: untuk mempromosikan pembentukan Pusat Study Indonesia di Kerajaan Britania Raya dan Irlandia Utara;

As we know that the UK is “Kerajaan Inggris” in Indonesia or any other name is a Monarchy in northwestern Europe occupying most of the British Isles; divided into England and Scotland and Wales and Northern Ireland; `Great Britain 'is often used loosely to refer to the United Kingdom. In the source text, the author just wrote UK alone. For the reader who does not know what the UK will create misunderstandings while reading this Memorandum of Understanding (MoU). Therefore, the translator adds information when translating UK became“Kerajaan Britania Raya dan Irlandia Utara.”

b) Omission

In omission, there are four classifications are simply omitting the information, omission of double expression, specification of reference, and the omission of the conjunction and transitional. From the fourth classifications, there is a classification that has 8 cases. Omit

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one or two words in the sentence in a translation are often done because the omission of the word is meant to eliminate words that are not relevant and has no important information.

1) Simply omitting the information

Simply omitting the information is the most occurrences of the omission technique. Translator may reduce or omit the word in the target text omitted if the word does not have an important meaning.

SL: The Participants may invite other government and non- governmental institutions to implement this MoU in accordance with the applicable laws in their respective countries.

TL: Para Peserta dapat mengikutsertakan lembaga-lembaga pemerintah dan non-pemerintah untuk melaksanakan MSP ini sesuai dengan hukum yang berlaku di Negara masing-masing.

In the data above the word “other” is omitted by the translator because it will not affect the meanings that will be delivered by the author in the target text.In factthe word “other” should not be eliminated because of the word could further clarify who can be included in the Memorandum of Understanding (MoU).

The omission of the word "it's" is similarly no effect on the meaning of the target text itself because it does not change the term of the sentence.The word “its”itself only as a preposition to further asserts a sentence grammatically. It can be seen in the example below:

TL: MSP ini mulai berlaku sejak tanggal penandatanganan;

Translator also removes the word "duplicate" to avoid the same meaning word repeatedly in a sentence. Although omit one of the words, it will not change the meaning of the sentence. See the example below:

SL: DONE in duplicate in London on the twenty eight day of May in the year two thousand and twelve in Indonesian and English, all text being equally authentic.

TL: DIBUAT di London pada tanggal dua puluh delapan bulan Mei tahun dua ribu dua belas dalam bahasa Indonesia dan bahasa Inggris, kedua naskah memiliki kekuatan hukum yang sama.

2) Omission of double expression

The omission of double expression appears two times in the data. Double plural expression is not usual to use in Bahasa Indonesia. For Example:

SL: to increase the exchange of students, faculty members, teachers, experts, and administration staff on projects and programmes that will be mutually beneficial to the Participants.

TL:untuk meningkatkan pertukaran peserta didik, tenaga pendidikdan kependidikan pada lembaga perguruan tinggi, guru, tenaga ahli, dan

44

pegawai administrasi pada proyek-proyek dan program-program yang akan saling menguntungkan bagi para Peserta.

The differences in rules occur in double plural expression in Bahasa Indonesia. So, if in the source language the words “teachers”

and “experts” is not translated become “guru-guru” and “ahli-ahli”. In

Bahasa Indonesia, if this problem is found then there will be the addition of the word "para" or "semua". Those words are considered as plural.

3) Omission of conjunction and transition

In the Memorandum of Understanding, it is found a datum that uses omission of the conjunction and transitional technique. In the source text of, the word "whereof" is omitted by the translator when translating it into Bahasa Indonesia. “Whereof” means “tentang apa” and it is a conjunction. The word “Whereof” was omitted because it is not relevant to the entire contents of the sentence.

SL: IN WITNESS WHEREOF, the undersigned have signed this MoU.

TL: SEBAGAI BUKTI yang bertanda-tangan dibawah ini telah menandatangani MSP ini.

2. The Degree of Meaning Equivalence of the Addition and Omission in Memorandum of Understanding (MoU) Texts

The use of addition and omission techniques should be based on the meaning of equivalence. The intention is not to change the value and purpose of the original source. Therefore, researcher uses a degree meaning of equivalence which is divided into equivalence and non- equivalence. Equivalent consists of the fully and partly equivalent. Partly equivalent consists of the Increased and Decreased meaning. And non- equivalence consists of no meaning and different meaning.

Addition and omission technique is used in the text of the Memorandum of Understanding between the Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and Northern Ireland. The researcher found that almost a half of the data is fully equivalence. There are eighteen cases or 45% that occurs in this research. Second is partly equivalent with increased meaning is divided into twelve cases or 30% and decreased meaning ten cases or 25% of the data. Increased and decreased meaning do not change the meaning significantly. On the other hand, there is no equivalent case and also, no case of no meaning and different meaning found in the data.

The example of fully equivalent translation can be seen in the data that presented.

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SL: Acknowledging the achievement already obtained in these areas, including within the framework of technical cooperation:

ST: Mengakui pencapaian yang telah diperoleh dalam bidang-bidang ini, termasuk dalam kerangka kerjasama teknik:

In the example above, it can be seen that the translator translates the sentence without adding or omitting words in the target text. This sentence is fully equivalent because it does not change the meaning in the target language after being translated.

Partly equivalent is also found in the data analysis. This happens because adding or omitting the words is not significantly change the meaning. The translator adding or omitting word in target text is to avoid misunderstanding.

For example:

SL: Believing that education cooperation would benefit the Participants; TL:Mempercayai bahwa kerjasama pendidikan ini akan menguntungkan para Peserta;

The addition of the word in the target language only emphasize previous words to be more clear but not change the true meaning.The sentence above is the kind of increase equivalence.

Translator is omitting a word in the target language because the word is no need to be translated. For example:

SL: The objection of this Memorandum of Understanding (MoU) is to strengthen mutual cooperation in education on a reciprocal basis for the advancement of knowledge and intellectual development.

TL: Tujuan Memorandum SalingPengertian (MSP) ini adalah untuk memperkuat kerjasama di bidang pendidikan berdasarkan prinsip timba lbalik, untuk kemajuan pengetahuan dan pengembangan intelektual.

In the examples above the word “mutual” is omitted by the translator because they will not change the meaning of the source language. This kind of equivalence is called decrease equivalence.

One of the reasons the Memorandum of Understanding (MoU) in English and Bahasa Indonesia texts should have the same equality is to avoid misunderstandings between the two sides that will make cooperation. Then the kind of no equivalence and different meaning is not found in the data analysis because almost half of available data is fully equivalent.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The conclusion of this research is drawn based on the results of the dataanalysis. Based on the previous discussion, general conclusions can be drawn as follows.

1. The researcher found 22 cases from 40 of the data using additions and omission strategies. Addition strategies are the most occurrences in the translation process. Omission is the second place with ten cases. The researcher divides each of the two techniques into subcategories to analyze the data. From the six types only three are found in the data: first, additions of categories, second, it is amplification from implicit to explicit status, third, it is addition of information for specification purpose that occurs two times. Concerning with the omission technique in the Memorandum of Understanding (MoU) texts, from the ten cases, seven cases of them are simply omitted from the information. It is followed by the omission of double expression with two cases. The third and fourth are specification of reference and the omission of the conjunction and transitional equally with only one case. The translator translates it accurately using addition and omission techniques and he success to clarify the meaning of the source text to the target text.

2. The use of addition and omission techniques should be based on the meaning of equivalence. The intention is not to change the value and purpose of the original source. Therefore, researcher uses a degree meaning of equivalence which is divided into equivalence and non- equivalence. Equivalent consists of the fully and partly equivalent meaning. Partly equivalent consists of the increased meaning and decreased meaning. And non-equivalence consists of the no meaning and no equivalent. The researcher found that almost a half of the data is fully equivalent. The translator is able to keep the authenticity of the equality of his work to translate the Memorandum of Understanding texts. She/he is a great translator who has a lot of experience, knowledge, and a great responsibility.

B. Suggestion

1. To other researchers

The researcher expects that this researcher can support the other researcher to have researchers in translation strategies in other text types, especially for those who learn and are interested in translation. This research is far from perfect. There are some mistakes and weakness. The researcher hopes the other researchers can make a better and perfect one.

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The researcher expects that this research can help the translator as a reference to translate well. In addition, this study can be a guide for further research on addition and omission and hopes to inspire those who will begin their research.

REFERENCES

Baker, Mona. 1992. In other words: a course book on translation. London and New York, Routledge.

Bell, R.T. 1991. Translation and translating: theory and practice. London and New York: Longman.

Catford, J.C. 1965. A Linguistic theory of translation.London : Oxford University Press.

Jakobson, R(1959/2000). On linguistics aspects of translation. In Venuti, L. (ed.) (2000),The translation studies reader. London and New York: Routledge, 113118.

Larson, M. L. (1984). Meaning based translation: A Guide to Cross Language Equivalence. Lanham Md: University Press of America.

Machali, R. 1998. Redefining textual equivalence in translation. Jakarta: The Translation Center, Faculty of ArtsThe University of Indonesia.

Molina, L. and Hutardo, Albir, A. 2002.Translation techniques revisited: a dynamic and functionalist approach. Barcelona. Universtitat Autonoma de Barcelona,

Munday, J. 2001. Introducing translation studies: Theory and Applications.. London and New York: Routledge.

Newmark, Peter. 1988. A textbook of translation. London: Prentice Hall International, Ltd.

Nida, E.A. 1975. Language structure and translation. California: Stanford University Press.

, E. A. 1964. Toward a science of translating. Leiden: Brill.

Pradopo, R.D, dkk. 2001. Metodologi Penelitian Sastra. Yogyakarta: Hanindita Graha Widya.

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VanderStoep, S.W., & Johnston, D. (2009).Research methods for real life: blending qualitative and quantitative approaches. San Fransisco: Jossey-Bass.

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Wiersma, W. (1995).Research methods in education: An introduction (Sixth edition). Boston: Allyn and Bacon.

DATA ANALYSIS

No Source Text Target Text Addition Omission

Equivalent Meaning No-equivalent Meaning Fully Equivalent meaning Partly Equivalent Meaning Increased Meaning Decreased Meaning Different Meaning No Meaning 1.

The Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and Northern Ireland hereafter individually referred to as

“the Participant” and collectively

as “the

Participants,” Kementrian Pendidikan dan Kebudayaan Republik Indonesia dan Departemen Bisnis, Inovasi dan ketrampilan Kerajaan Britania Raya dan Irlandia Utara, untuk selanjutnya secara terpisah disebut sebagai

“Peserta” dan secara bersama- sama disebut sebagai “para peserta”,

 

No Source Text Target Text Addition Omission Equivalent Meaning No-equivalent Meaning Fully Equivalent meaning Partly Equivalent Meaning Increased Meaning Decreased Meaning Different Meaning No Meaning 2.

DESIRING to increase bilateral cooperation and mutual assistance in the provision of education in their respective

countries:

BERKEINGINAN untuk meningkatkan kerjasama bilateral dan saling membantu dalam pembangunan pendidikan di masing-masing negara:   3.

BELIEVING that education cooperation would benefit the Participants; MEMPERCAYAI bahwa kerjasama pendidikan ini akan menguntungkan para Peserta;

 

4.

REFERRING to the Agreement between the Government of the United Kingdom of Great Britain and Northern Ireland and the

Government of the

MERUJUK kepada Persetujuan antara Pemerintah Kerajaan Britain Raya dan Irlandia Utara dan Pemerintah Republik Indonesia tentang Kerjasama di Bidang Pendidikan, Ilmu

 

Republic of Indonesia on Cooperation in the Fields of

Education, Science, and Culture, signed in London, on 13th June 2002;

Pengetahuan, Budaya yang ditandatangani di London, pada tanggal 13 Juni 2002;

5.

TAKING INTO ACCOUNT the joint Communiqué between The Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and

Northern Ireland on the Partnership in the field of Education, signed

MEMPERHATIKA N Komunike bersama antara Kementrian Pendidikan dan Kebudayaan Republik Indonesia dan Departemen Bisnis, Inovasi dan ketrampilan Kerajaan Britania Raya dan Irlandia Utara tentang kemitraan di bidang Pendidikan, yang ditandatangani di Jakarta,pada tanggal 11 April 2012;

 

in Jakarta on 11th April 2012;

No Source Text Target Text Addition Omission

Equivalent Meaning No-equivalent Meaning Fully Equivalent meaning Partly Equivalent Meaning Increased Meaning Decreased Meaning Different Meaning No Meaning 6.

PURSUANT to the prevailing laws and regulations in their respective countries as well as the procedures and policies on education;

SESUAI dengan hukum dan peraturan perundang-undangan yang berlaku di masing-masing Negara serta prosedur dan kebijakan tentang kerjasama pendidikan;   7.

The objection of this

Memorandum of Understanding (MoU) is to strengthen mutual cooperation in

Tujuan

Memorandum Saling Pengertian (MSP) ini adalah untuk

memperkuat

kerjasama di bidang pendidikan

berdasarkan prinsip

 

education on a reciprocal basis for the advancement of knowledge and intellectual development.

timbale balik, untuk kemajuan pengetahuan dan pengembangan intelektual. 8. The

presentMoU will have the

following scope of cooperation:

MSP ini akan mencakup ruang lingkup sebagai berikut:

 

9.

to increase the exchange of students, faculty members, teachers, experts, and administration staff on projects and programmes that will be mutually

beneficial to the Participants. Untuk meningkatkan pertukaran peserta didik, tenaga pendidik dan kependidikan pada lembaga perguruan tinggi, guru, tenaga ahli, dan pegawai administrasi pada proyek-proyek dan program-program yang akan saling menguntungkan bagi para Peserta.

 

No Source Text Target Text Addition Omission Equivalent Meaning No-equivalent Meaning Fully Equivalent meaning Partly Equivalent Meaning Increased Meaning Decreased Meaning Different Meaning No Meaning 10 to provide scholarships to students, faculty members, teachers, and administrations staff of the participants, on the availability of fund;

Untuk menyediakan beasiswa-beasiswa bagi peserta didik, tenaga pengajar pada lembaga perguruan tinggi , guru, dan pegawai administrasi bagi Para Peserta berdasarkan ketersediaan dana;   11

to promote the establishment of an Indonesian Studies Centre in the UK;

Untuk

mempromosikan pembentukan Pusat Study Indonesia di Kerajaan Britania Raya dan Irlandia Utara;

 

No Source Text Target Text Addition Omission Equivalent Meaning No-equivalent Meaning Fully Equivalent meaning Partly Equivalent Meaning Increased Meaning Decreased Meaning Different Meaning No Meaning 12

The cost of the cooperation

activities under this MoU will be funded on terms to be mutually determined by the Participants and will be subject to the availability of funds.

Kegiatan-kegiatan kerjasama

berdasarkan MSP ini akan dibiayai sesuai dengan kesepakatan bersama oleh para Peserta dan berdasarkan ketersedia ananggaran.   13 The Participants may invite other government and non-governmental institutions to implement this MoU in accordance with the applicable laws in their respective countries.

Para Peserta dapat mengikutsertakan lembaga-lembaga pemerintahdan non- pemerintah untuk melaksanakan MSP ini sesuai dengan hukum yang berlaku di Negara masing-masing.

 

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17

The Participants will recognize the value of

traditional knowledge and recognize the rights of holders of traditional knowledge to the effective

protection over traditional

knowledge against misuse and

misappropriation of the Participants.

Para peserta wajib

mengakui nilai dari pengetahuan tradisional, dan mengakui hak-hak yang dipegang oleh pemilik pengetahuan tradisional

dimaksud untuk

secara aktif

melindunginya dari penyalahgunaan dan

penyimpangan yang

dilakukan oleh para

Peserta.

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This MoU will come into effect

on the date of its

signing;

MSP ini mulai berlaku sejak tanggal

penandatanganan;

 

19

This MoU will remain effective for period of 5 (five) years and may be extended for another period for 5 (five) years mutual consent by the Participants, unless either Participant

notifies in writing through

diplomatic

channels of its

intention to terminate this MoU 6 (six)

MSP ini berlaku untuk jangka waktu 5 (lima) tahun dan dapat diperpanjang untuk jangka waktu 5 (lima) tahun berikutny berdasarkan

persetujuan bersama oleh para Peserta, kecuali salah satu Peserta memberithukan secara tertulis melalui saluran diplomatic mengenai keinginan pengakhiran untuk  

months in advance;

mengakhiri MSP ini 6 (enam) bulan sebelumnya;

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20

IN WITNESS

WHEREOF, the

undersigned have signed this MoU

SEBAGAI BUKTI yang bertanda-tangan dibawah ini telah menandatangani MSP ini.

 

21

to explore new programme to introduce

knowledge-based economy

partnerships, linking

universities with business and industry;

Untuk menjajagi program-program baru untuk memperkenalkan kemitraan ekonomi berbasis-

pengetahuan,

mengaitkan lembaga- lembaga perguruan

tinggi dengan dunia

usaha dani ndustri;

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22

DONE in

duplicate in

London on the twenty eight day of May in the year two thousand and twelve in Indonesian and English, all text being equally authentic.

DIBUAT di London pada tanggal dua puluh delapan bulan Mei tahun dua ribu dua belas dalam bahasa Indonesia dan bahasa Inggris, kedua naskah memiliki kekuatan hukum yang sama

PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Hilma Aulia Tejawati

NIM : 09211144014

Program Studi : Bahasa dan Sastra Inggris

Fakultas : Fakultas Bahasa dan Seni

Universitas : Universitas Negeri Yogyakarta

menyatakan dengan sesungguhnya bahwa saya telah melakukan peer debriefing sehubungan dengan analisis data mahasiswa bernama Rosma

Puspitasari dalam penelitian berjudul Addition and Omission in English –Bahasa

Indonesia Memorandum of Understanding (MoU) The Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and Northern Ireland Texts.

Apabila terbukti bahwa pernyataan ini tidak benar, hal ini sepenuhnya menjadi tanggung jawab saya.

Yogyakarta, 18 Agustus 2016

PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Dita Ayu Firlyani

NIM : 09211144036

Program Studi : Bahasa dan Sastra Inggris

Fakultas : Fakultas Bahasa dan Seni

Universitas : Universitas Negeri Yogyakarta

menyatakan dengan sesungguhnya bahwa saya telah melakukan peer debriefing sehubungan dengan analisis data mahasiswa bernama Rosma

Puspitasari dalam penelitian berjudul Addition and Omission in English –Bahasa

Indonesia Memorandum of Understanding (MoU) The Ministry of Education and Culture of the Republic of Indonesia and the Department for Business, Innovation and Skills of the United Kingdom of Great Britain and Northern Ireland Texts

Apabila terbukti bahwa pernyataan ini tidak benar, hal ini sepenuhnya menjadi tanggung jawab saya.

Yogyakarta, 18 Agustus 2016