THE TRANSLATION OF METAPHOR IN ISHIKAWA'S "ICHIAKU NO SUNA INTO SEGENGGAM PASIR".
i
THESIS
THE TRANSLATION OF METAPHOR
IN
ISHIKAWA’S “ICHIAKU NO SUNA
INTO
SEGENGGAM PASIR”
I GEDE PARIASA NIM1390161035
MASTER PROGRAM
LINGUISTIC PROGRAM IN TRANSLATION STUDIES
POSTGRADUATE PROGRAM
UDAYANA UNIVERSITY
DENPASAR
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THE TRANSLATION OF METAPHOR
IN
ISHIKAWA’S “ICHIAKU NO SUNA
INTO
SEGENGGAM PASIR”
Thesis for obtaining a Master Degree
In the Master Program, Linguistic Program in Translation Studies Postgraduate Program, Udayana University
I GEDE PARIASA NIM1390161035
MASTER PROGRAM
LINGUISTIC PROGRAM IN TRANSLATION STUDIES
POSTGRADUATE PROGRAM
UDAYANA UNIVERSITY
DENPASAR
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APPROVAL SHEET
THIS THESIS HAS BEEN APPROVED ON APRIL 21th, 2016
Acknowledged by Supervisor I,
Dr. Drs. I Made Rajeg, M.Hum. NIP 195810191986031001
Supervisor II,
Dr. Dra. I Gusti Ayu Gde Sosiowati, M.A. NIP 195709111980032001
Head of Master Program In Linguistic Department Postgraduate Program,
Prof. Dr. Drs. Ida Bagus Putra Yadnya, M.A. NIP 195212251979031004
Director of Postgraduate Program Udayana University,
Prof. Dr. dr. A.A. Raka Sudewi, Sp.S(K). NIP 195902151985102001
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This Thesis Has Been Examined on Date APRIL 21th, 2016.
The Board of Examiners according to Degree of Rector of Udayana University No. 1893/UN14.4/HK/2016 on APRIL 21th, 2016
Chairman : Dr. Drs. I Made Rajeg, M.Hum.
Members :
1. Dr. Dra. IGusti Ayu Gde Sosiowati, M.A. 2. Prof. Drs. Ketut Artawa, M.A.,Ph.D. 3. Dr. Ida Ayu Made Puspani, M.Hum. 4. Dr. I Made Netra, M.Hum.
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SURAT PERNYATAAN BEBAS PLAGIAT
Saya yang bertandatangan di bawahini:
Nama : I GedePariasa
NIM : 1390161035
Program Studi : S2 Linguistik (terjemahan)
JudulTesis : THE TRANSLATION OF METAPHOR IN
ISHIKAWA’S “ICHIAKU NO SUNAINTO
SEGENGGAM PASIR”
Dengan ini menyatakan bahwa karya ilmiah tesis ini bebas plagiat.
Apabila dikemudian hari terbukti plagiat dalam karya ilmiah ini, maka saya bersedia menerima sangsi sesuai Peraturan Mendiknas RI No. 17 tahun 2010 dan Peraturan Perundang-undangan yang berlaku.
Denpasar, 2016
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ACKNOWLEDGEMENT
The divine grace of God (Ida Sang HyangWidiWasa) shares His remarkable blessing unevenly to all being. Therefore, this thesis can be completed in the right time as a requirement to obtain Master Degree in Linguistics. Basically, this thesis is concerning with the translation of metaphor in Japanese – Indonesian translation, and it is honestly realized far from being perfect. Suggestions, corrections, advices, and constructive supports of all parties are greatly expected for the improvement of this thesis. In the means time, I would like to express my highest appreciation and to deliver my special thanks to several people for their beneficial contribution to completion of this thesis.
First and foremost, I would like to thank Prof.Dr. dr. Ketut Suastika, Sp.PD.KEMPD. as the rector of Udayana University, Prof. Dr. dr. A.A. Raka Sudewi, Sp.S(K). as the director of Postgraduate Program, Prof. Dr. Drs. Ida Bagus Putra Yadnya, M.A. as the Head of Master Program in Linguistics, and the lectures in Master Program in the Department of Linguistics who give abundance contributions during this thesis writing. I am immensely indebted to my supervisors; Dr. Drs. I Made Rajeg, M.Hum. (Supervisor), and Dr.Dra.I Gusti Ayu Gde Sosiowati, M.A. (Co. Supervisor)who has kindly and patiently delivered their performance, sharing their constructive corrections, suggestions, supports and beneficial advices continuously. I would like to express also my gratitude to all process of teaching and learning until the end of the program. In addition, a highest appreciation is also addressed to administrative staffs; I Ketut Ebuh,
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S.Sos., Ni Nyoman Adi Triani, S.E., I Nyoman Sadra, S.S., I Guti Ayu Supadmini, librarians, and all parties of Master Program in Linguistics who have performed their excellent contributions. My highest appreciation is also addressed to my friend: CisatoYosioka for her contributions and support.
Special thanks to my parents: I Ketut Kerti and Ni Nyoman Kasihani, and my sister: Ni Ketut Nugrahaning Ari, for their profound advices and support continuously, last but not least, special thanks and highest appreciations are also addressed to my beloved wife, Ni Wayan Restuwati, my doughter: Ni Putu Indira Githa Pradnyaswari, for their warmest supports, assistants, and dedication during the completion of this thesis. Finally, I hope this thesis will be beneficial for all parties, and it is expected to be able to give a meaningful contribution to the study of translation.
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ABSTRAK
THE TRANSLATION OF METAPHOR
IN ISHIKAWA’S “ICHIAKU NO SUNA INTO SEGENGGAM PASIR”
Bahasa merupakan alat komunikasi untuk mengantarkan suatu informasi dari satu individu keyanglainnya. Dalam komunikasi bahasa yang berbeda perlu dilakukan sebuah penerjemahan supaya pesan yang ingin disampaikan tercapai. Secara teoritis terjemahan melibatkan dua sistem bahasa yang berbeda dengan menitik beratkan pada bahasa sumber dan bahasa target.
Metafora merupakan bagian dari bahasa kiasan yang bersifat sentral dalam penerjemahan. Hal ini karena metafora bukan hanya kata-kata tetapi merupakan konsep dari sebuah pemikiran untuk menyampaikan sesuatu hal dengan hal yang berbeda supaya lebih indah dalam mengekspresikan sebuah emosi.
Kompleksitas makna dan konsep metafora dalam setiap bahasa, termasuk bahasa Jepang merupakan aspek yang sangat menantang dan menarik untu kdieksplorasi. Karenaitu, dipandang perlu untuk mendeskripsikan tentang cara mengidentifikasikan metafora, setrategi penerjemahan yang digunakan dalam menterjemah kanmetafora, menjelaskan pergeseran bentuk penerjemahannya dan mengidentifikasi konsep-konsep metafora yang ada dalam bahasa sumber dan bahasa target.
Untuk mengidentifikasi metafora yang terdapat dalam bahasa sumber dan bahasa target digunakan prosedur identifikasi metafora, untuk mendiskripsikan setrategipenerjemahan yang digunakan dalam menterjemahkan menggunakan teori penerjemahan (setrategi penerjemahan) dan teori pergeseran penerjemahan untuk mendeskripsikan pergeseran yang terjadi dalam proses penerjemahan. Sementara itu, teori metafora konseptual digunakan untuk mengidentifikasi konsep-konsep metafora.
Sejumlah metafora konseptual telah ditemukan dalam penelitian metafora pada data “Takuboku Ishikawa dan Segenggam Pasir (2000)”,antara lain: EMOSI ADALAH PANAS, KEBAIKAN ADALAH PUTIH, CINTA ADALAH MABUK, KEPALA ADALAH WADAH, BERSIH ADALAH SEHAT, CINTA ADALAH SUKA DAN DUKA, HIDUP ADALAH HARI, CINTA ADALAH ENTITAS, SEDIH ADALAH KEKUATAN, KESEDIHAN ADALAH KETIDAK STABILAN, SEDIH ADALAH BARANG YANG TIDAK BERHARGA, BAHAGIA ADALAH MENARI. Sejumlah setrategi penerjemahan telah ditemukan antara lain: (1) memproduksi kesan (image) yang sama di bahasa target, (2) mengganti kesan (image) yang ada dalambahasa sumber dengan bahasa yang standar di dalam bahasa target, (3) menterjemahkan metafora menjadi metafora, (4) konversi metafora kepengertian (sense), (5) penghapusan. Pergeseran penerjemahan yang ditemukanantara lain: (1) pergeserat unit, (2) pergeseran struktur.
Kata kunci: terjemahan, metafora, prosedur identifikasi metafora, pergeseran penerjemahan, metafora konseptual
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ix ABSTRACT
THE TRANSLATION OF METAPHOR
IN ISHIKAWA’S “ICHIAKU NO SUNA INTO SEGENGGAM PASIR”
Language is a communication tool to deliver the information from one individual to another. Translation is need in different languages in order to convey the message. Theoretically translation system involves two different languages with emphasis on the source language and the target language. Metaphor is part of figurative language that is central in translation. This is because the metaphor is not just the words but the concept of a thought to convey something with different things to make it more beautiful in expressing an emotion.
The complexity of the meaning and conceptual metaphor in every language, including Japanese is an aspect that is very challenging and interesting to explore. Therefore, that it is necessary to describe how to identify metaphor, find out the translation strategy of metaphor, describes the translation shift of metaphor and identify the conceptual metaphor in source language and target language.
To identify metaphor in source language and the target language use the theory metaphor identification procedure, to describe the translation strategy use the theory translation strategy and translation shift theory to describe the shift in the translation process. Meanwhile, the theory of conceptual metaphor is usein order to analyze the conceptual metaphor.
A number of the types of conceptual metaphors are found in a series of this studies, that are; EMOTIONAL IS HEAT, VIRTUE IS WHITE, LOVE IS DRUNK, HEAD IS CONTAINER, CLEAR IS HEALTHY, LOVE IS HAPPY AND SAD, LIFE IS A DAY, LOVE IS ENTITY, SAD IS FORCE, SAD IS INSTABILITY, SAD IS WORTHLESS GOODS, HAPPY IS DANCE. The translation strategy has been found that are: (1) Reproducing the same image in TL, (2) Replace the image in the SL with a standard TL image, (3) Translation of metaphor by metaphor, (4) Conversion of metaphor to sense, and (5) Deletion. The types of translation shifts are found in the process of translating the metaphor are; (1) Units shifts, and (2) Structure shifts.
Key words: Translation, Metaphor, Metaphor Identification Procedure, Translation Shifts, Conceptual Metaphor.
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LIST OF DIAGRAMS
Diagram 1 Research Model………... 25
Diagram 2 Metaphor Item………. 104
Diagram 3 Types of Conceptual Metaphor……… 117
Diagram 4 Translation of Metaphor into Metaphor……….. 130
Diagram 5 Translation of Metaphor into not Metaphor………. 131
Diagram 6 Unit Shifts………. 136
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LIST OF ABBREVIATION
SL : Source Language TL : Target Language
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TABLE OF CONTENTS
Page TITLE
TITLE PREREQUISITE ………....… i
APPROVAL SHEET ……….….. iii
THE BOARD OF EXAMINERS ……….…... iv
ACKNOWLEDGEMENTS ... vi
ABSTRACT ………...….. viii
LIST OF DIAGRAMS………. x
LIST OF ABBREVIATIONS ……….. xi
TABLE OF CONTENTS …...………. xii
CHAPTER I INTRODUCTION………... 1
1.1 Background of the Study ………... 1
1.2 Problems of the Study ………... 5
1.3 Aims of the Study ………... 6
1.4 Significance of the Study ………..….. 6
1.5 Scope of the Study ………...……….……... 7
CHAPTER II LITERATURE REVIEW, CONCEPTS, THEORETICAL FRAMEWORK AND RESEARCH MODEL... 8
2.1 Literature Review ………... 8
2.2 Concepts ………... 14
2.2.1 Translation ……...………... 14
2.2.2 Metaphor …..………….………... 15
2.3 Theoretical Framework ………...…………. 16
2.3.1 Metaphor ………... 16
2.3.2 Strategies of Translating Metaphor ………. 19
2.3.3 Translation Shifts ………...…...……….. 20
2.4 Research Model ……….. 25
CHAPTER III RESEARCH METHOD ……… 28
3.1 Research Approach ………...……… 28
3.3 Data Source ………... 28
3.4 Method and Technique of Collecting Data ……... 29
3.5 Method and Technique of Analyzing Data ……... 30
3.6 Method and Technique of Presenting Data ……... 34
CHAPTER IV ANALYSIS DATA ……….. 35
4.1 Analysis Plan ………. 35
4.2 Metaphor Identification ……… 35
4.3 Conceptual Metaphor Analysis ... 106
4.4 Translation Strategy ……….. 119
4.4.1 Reproducing the Same Image in the TL ……… 119
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4.4.3 Translation of Metaphor by Metaphor ……….. 122
4.4.4 Conversion of Metaphor into Sense ………... 127
4.4.5 Deletion ………... 129
4.5 Translation Shifts ……….. 131
4.5.1 Unit Shifts ………... 131
4.5.2 Structure Shifts ………... 134
CHAPTER V CONCLUSIONS AND SUGGESTIONS ……… 138
5.1 Conclusions ……… 138
5.2 Suggestions ……… 139
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CHAPTER I INTRODUCTION
1.1Background of the Study
Language is a means of communication used to deliver the information from one individual to another. In such a communication, each individual has aparticular creativity in the use of language, such as manipulating, exploring the conventional language that has been created socially. Creative individuals often use figurative expressions in both oral and written communication. A figurative language is a group of words used to give particular emphasis to an idea or sentiment. One of the figurative expressions is metaphor.
Based on Lakoff and Johnson (1980) in their seminal study “Metaphors We Life By” in their concept “cognitive linguistic view of metaphor” challenged the deeply entrenched view of metaphor by claiming that: i) metaphor is a property concepts, and not of words; ii) the function of a metaphor is to better understand certain concepts, and not just some artistic purpose; iii) metaphor is often not based on similarity; iv) metaphor is used effortlessly in everyday life not just by special talented people but by ordinary people too; and v) metaphor, is an inevitable process of human reasoning and thought, far from being a superfluous though pleasing linguistic ornament.
Kovecses, (2010: ix) stated that metaphor is figure of speech in which one thing is compared with another by saying that one is the other, and he also said that the word is used metaphorically in order to achieve some rhetorical and artistic effect, since we write and speak metaphorically to communicate
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eloquently, to impress others with “beautiful,” esthetically pleasing words, or to express some deep emotion.
Metaphor has been widely discussed within the discipline of translation studies, predominantly with respect to transfer methods. It has been argued that metaphor could become a problem in translation from the source language and culture into another due to linguistic and cultural differences. Besides, metaphor usually performs implicit meaning along with it. Therefore, to transfer the metaphor, the translator must realize that there are some languages in which new figures of speech are seldom created, and translating it into different languages may cause misinterpretation. If the source text is using an image in a different way from that in the target language, it can cause misunderstanding on the part of the target language reader for the point of similarity intended by the original text. It is important to know that Japanese language has its distinctive characteristics such as world-building structure and lexical concepts which are unknown in the source language. In addition, it is also important to realize that one metaphor in one language can be expressed in another either by changing an image, and its grammatical category for intelligibility.
The example of the phenomenon in translating metaphor is illustrated below:
SL : 彼 ぬき よ。Kare watanukidayo.
TL : He plays dumb like a raccoon dog. (Hasegawa, 2012;91)
In the example above, the translation of metaphor into simile plus sense, because the metaphor tanuki in SL is translated into plays dumb like a raccoondog
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in TL. Based on the gazoku dictionary, the meaning of tanuki is raccoon dog. Therefore kare wa tanukidayo is literally translated into ‘he is raccoon dog’. In the TL the word ‘like’ is a sign of simile, and the word ‘plays dumb’ is a sign of sense. Based on Newmark (1981:88) the strategy used to translate the metaphor above example is metaphorwhich is translated into simile plus sense.
In other case, translation plays an essential role in transferring message from one linguistic system to another linguistic system. It seems that the differences between source language and target language and other variations in linguistic system sometimes pose challenges in the process of translation. Sucha challenge is shift in translation. According to Catford (1965:73), ‘Shift’ is the departure from formal correspondence in the process of going from the SL to the TL. One of such shifts is the Shift of level in that a SL item at one linguistic level has a TL translation equivalent in a different level. For example:
SL : 彼 ぬき よ。Kare watanukidayo.
TL : He plays dumb like a raccoon dog. (Hasegawa, 2012;91)
The metaphor tanuki in SL translated into plays dumb like a raccoon dog
in TL. In this case, the kind of translation shift is the unit shift from phrase to sentence, because literally tanukiis translated in English into raccoon dog, meanwhile, the translator translated it into plays dumb like a raccon dog. The fact is that the TL has more meaning components than the SL.
Furthermore, the metaphor is not only about language at all, but it is also a way of conceptualizing one mental domain in term of another. This theory is called conceptual metaphor (Lakoff, 1993;203). For example, in the metaphor
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“this gadget will save you hours”, the conceptual metaphor of this example is TIME IS MONEY (Lakoff, 2003;7). Therefore, the conceptual metaphor should be transfered from the SL to the TL.
Some research of translation of metaphor has been conducted by researchers such as Sudrama (2003). He discussed the types of metaphors and the strategy of translating metaphors proposed by Larson (1984). Sudana (2008) discussed the strategies used to translate metaphor proposed by Larson (1998), kinds of metaphor proposed by Mulino (1989), and procedure of translating metaphor proposed by Vinay and Venuti (2000). Mahendra (2011) discussed the mapping of conceptual metaphor proposed by Kovecses (2002), and the procedure of translating metaphor proposed by Newmark (1981). Lilasari (2012) analyzed the meaning of live metaphor proposed by Larson (1998), and translation shifts proposed by Catford (1974).
Based on the previous research, this present study uses the theory of metaphor identification procedures (MIP) proposed by the Pragglejaz group (2007) to identify the metaphor, because the previous research did not use this theory. In this present study, the theory of conceptual metaphor proposed by Lakoff (2003) is used tofind out the conceptual metaphor in SL and TL, because in the previous research, Mahendra (2011) only analysed the mapping of conceptual metaphor proposed by Kovecses (2002). This study uses the same theory of strategies to translate metaphor proposed by Newmark (1981), and translation shifts proposed by Catford (1974) as the previous research, but the difference is that the data of this study were taken from the Japanese poetry and its translation equivalentinto Indonesian, and the previous research used the English
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texts and their translation equivalents as the data source. Therefore, this research tries to analyze the translation of metaphors especially in the Japanese and Indonesian poetry written by Edizal (2000) entitled Takuboku Ishikawa dan
Segenggam Pasir (石川啄木と 一握 砂
1.2Problems of the Study
There are three problems to be discussed in this study; they are:
1. What kinds of metaphors are detectable in Japanese poetry石川啄木と 一握
砂 ishikawa takubokuto ichiakunosuna and their translation equivalents into Indonesian Takuboku ishikawa dan segenggam pasir.
2. What translation strategies are applied to translate the metaphors in Japanese poetry石川啄木と 一握 砂 ishikawa takubokuto ichiakunosuna and their translation equivalents into Indonesian Takuboku ishikawa dan segenggam pasir.
3. What types of translation shift are found in the process of translating the metaphors in Japanese poetry石川啄木と 一握 砂 ishikawa takubokuto
ichiakunosuna and their translation equivalents into Indonesian Takuboku ishikawa dan segenggam pasir.
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1.3Aims of the Study
Based on the background and problem of this study, the aims of this study can be divided into two, general and specific aims.
1.3.1 General aim
The general aim of this study is to fulfill the final thesis to obtain the master degree in applied linguistics.
1.3.2 Specific aims:
1. To identify the metaphorsin Japanese poetry 石 川 啄 木 と 一 握 砂
ishikawa takubokuto ichiakunosuna and their translation equivalents into Indonesian Takuboku ishikawa dan segenggam pasir.
2. To describe the translation strategies used to translate metaphors in Japanese poetry 石 川 啄 木 と 一 握 砂 ishikawa takubokuto ichiakunosuna and their translation equivalents into Indonesian Takuboku ishikawa dan segenggam pasir.
3. To find out the types of shifts occuring in the translation of metaphors in
Japanese poetry 石 川 啄 木 と 一 握 砂 ishikawa takubokuto
ichiakunosuna and their translation equivalents into Indonesian Takuboku ishikawa dan segenggam pasir.
1.4Significance of the Study
The significance of this study can be divided into two, theoretical and practical significances.
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1.4.1 Theoretical Significance
Theoretically, this study is expected to give contribution to the translation studies, especially in the field of metaphors that occur in the Japanese poetry. The important parts of this study are the translation strategies used to translate metaphors, the shifts taking place in the translation of metaphors and conceptual metaphors between two different languages, namely, Japanese and Indonesian. 1.4.2 Practical Significance
Practically, this study is expected to give constructive information to the translator, particularly those who are much involved in the translation of Japanese poetry. This study would be a useful reference for the translator to be carefully used in translating metaphors, making shifts, and conceptual metaphors in Japanese and Indonesian. This study can also be helpful to those who will conduct research in the same field of study.
1.5Scope of the Study
In order to manage the discussion not to go beyond the main idea, the scope of the present study includes:
1. The translation strategy, translation shift, and conceptual metaphor approach used to translate metaphors in the source language into target language.
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CHAPTER II
LITERATURE REVIEW, CONCEPTS,
THEORETICAL FRAMEWORKAND RECEARCH MODEL
2.1 Literature Review
Several scientific theses, journals, and articles which are concerned with the field of translation studies are reviewed in this chapter. This review covers the explanation about the previous studies related to the topic of the present study. They have been done by the students of the translation studies program as their graduate thesis.
The previous research of translation of metaphors in the area of English Indonesian translation was conducted by Sudrama (2003). He discussed the types of metaphors, and the strategies used to translate metaphors. He concluded that first the types of metaphors are classified into live and dead metaphors. Second, the strategies of translation proposed by Larson (1984) were applied to translate metaphors; they are metaphors which were translated into metaphors, metaphor which were translated into similes, and metaphors which were translated nonfiguratively.
In comparison with Sudrama’s study, this present study discusses the translation shifts, the translation strategies proposed by Newmark (1981), and conceptual metaphor proposed by Lakoff and Johnson (2003). His study
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contributes significantly to this research especially in connection with the ways of translating metaphors.
Sudana (2008) wrote a thesis entitled “The Strategies of Translating Metaphor and Similes with Reference to the Translation of the Novel the Other Side of Midnight into Lewat Tengah Malam”. The theories used in his study were the theory of translating metaphors proposed by Larson (1998), the theory used to classify the kinds of metaphor proposed by Mulino (1989), and the theory proposed by Vinay and Venuti (2000) which was used to analyze the procedure of translating metaphors. It is considered important to review his study here, as it is concerned with the translation of metaphors.
Meanwhile, Sudana’s study is different from the present study; this study discusses the strategy of translation proposed by Newmark (1981), the translation shifts proposed by Catford (1974), and conceptual metaphor proposed by Lakoff and Johnson (2003). His study contributes significantly to this research especially in connection with the ways of translating metaphors.
Mahendra (2011), in his thesis entitled “The Translation of Metaphor found in the Novel Eat, Pray, Love” which was translated into “Makan, Doa, Cinta”, discussed the mapping of conceptual metaphorical meaning and the procedure of translation used to translate metaphorical expressions. The theory proposed by Newmark (1981) was used in his analysis to investigate the procedure of translation of metaphorical expressions, and the theory proposed by Kovecses (2002) was used to investigate the mapping of the conceptual metaphorical meaning.
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In comparison with Mahendra’s study, this present study discusses the translation of metaphors in the area of Japanese Indonesian translation. The theory proposed by Catford (1974) is used to identify the type of shifts, and the theory of conceptual metaphor proposed by Lakoff and Johnson (2003) are used to investigate the translation of the conceptual metaphors from the source language into the target language.
However, it isconsidered important to review his study as it is an essential reference to this present study, especially the way of analyzing the procedure of translating metaphors.
Brata (2011) in “Seminar Nasional Bahasa Ibu IV”, wrote an article about “Realization of Terms of Address Shifts in Translation”. He discussed the types of shifts made by the translator in the translation of the English terms of address in the Luke’s Bible into Balinese. The theories used in his paper were the theory of translation shifts by Catford (1965) and the theory of dynamic/functional equivalence by Nida (1982). His study is similar to the present study in that the theory of translation shifts proposed by Catford is also used, and the difference is that his article focused on the translation of the terms of address in the Luke’s Bible into Indonesian and this present study focuses on the translation of the metaphors in Japanese poetry into Indonesian.
In particular, his article gives an explanation of how to analyze the translation shifts, and contributes to this present study in the way of giving a view about shifts in translation.
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Lilasari (2012), in her study discussed about the translation of live metaphors. She analyzed the meaning of the live metaphors using the theory proposed by Larson (1998), and identified the topic, image, point of similarity and non figurative meaning. The types of shifts were also discussed in her study.
In comparison with Lilasari’s study, it is similar to the present study in that both studies discuss the translation shifts taking place in the translation of metaphors proposed by Catford (1974). The difference is that thispresent study uses poetry as the data source, discusses the strategy of translation proposed by Newmark (1981), and conceptual metaphor proposed by Lakoff and Johnson (2003). She contributes to this present study by giving a brief explanation about the translation shifts taking place in the translation of metaphors.
The thesis “Metapora dalam Puisi Imam Safii” written by Arianto (2013) discussed the types of metaphors found in the Imam Safii poetry, types of language forms contained in Imam Safii poetry, and the analysis of related metaphors of Imam Safii poetry with the Arabic culture.
There are some similarities and differences between his study and the present study. The similarity is that both discuss the metaphor in poetry. The difference is that his study discussed the Arabic poetry and this present study discusses the Japanese poetry. His study focused on the types of metaphors proposed by Halay (1980), and types of language forms proposed by Keraf (1969), while this present study focuses on the translation stategies proposed by Newmark (1981), the translation shifts proposed by Catford (1974), the conceptual metaphor proposed by Lakoff and Johnson (2003). He contributes to this present study by
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giving a brief explanation about the theory of metaphors especially the metaphors found in poetry.
The studies which discuss metaphorical expressions are also written in the form of articles published in journals. One of such studies was written by Safarnejad (2013), and it was publilshed in the form of an article entitled “Rendering Happiness Metaphors: A Cognitive Analysis from Persian into English”. He discussed about the translation of emotive metaphorical expressions of happiness from Persian into English in the Persian novel. The theory metaphor identification procedures (MIP) proposed by the Pragglejaz group (2007) was used to identify the potential metaphorical lexical items, and used the conceptual metaphor theory (CMT) proposed by Lakoff and Johnson (1980) to determine the contextual meaning; he also discussed the metaphorical mapping.
Compared to Safamejad’s study, this present study discusses about the translation strategy, the translation shift taking place in the translation of metaphors and the comparison of the conceptual metaphor in source language and target language. The Safarnejad’s study is very important to this study, and it also contributes to the principal concept of metaphor identification procedure and conceptual metaphor theory.
The International Journal of Applied Science and Technology “Metaphor Translation Methods” written by Oliynyk (2014) deals with Peter Newmark’s theory (1988) on metaphor as a stylistic device and the way of its translation into the Ukrainian language according to a distinguished type. This journal also discussed about the classification of metaphors: dead, cliché, stock, adapted,
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recent, and original. The types of metaphors and the way of translating themare illustrated as follows: the dead metaphor is translated literally, the only semantic meaning is rendered. The cliché metaphor is translated by conveying a whole set of the cliché metaphors, and translator must either remove all imageries of the translated metaphors or offer less figurative metaphors. The stock metaphor is translated by picking up the equivalent metaphor with a similar image in the target language. The adapted metaphor is translated by strive to preserve the shape and content of the adapted metaphor of the SL in TL. The recent metaphor is guided by the principle of the translation of neologism. The original metaphor is translated by rendering close meaning and replacing the unknown image on the image which is familiar to the recipient.
In comparing with Oliynyk’s study, this present study uses another theory proposed by Newmark (1981); there are seven strategies used to translate metaphors:(1) Reproducing the same image in the target language, (2) Replacing the image in the source language with a standard target language image, (3) Translation of metaphors by similes, retaining the image, (4) Translation of metaphors or similes by similes plus sense, (5) Conversion of metaphorsinto sense, (6) Deletion, and (7) the same metaphor is combined with sense. Meanwhile, this journal contributes to this study in the way of giving the principle concept of metaphor types, and the way of translating them.
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2.2 Concepts
There are several concepts in relation to the topic of this study. Those are translation, metaphor and conceptual metaphor. Such concepts are elaborated as follows:
2.2.1 Translation
Many scholars give their definitions about translation. One of them is Newmark (1981). According to him, translation is basically a means of communication or a manner of addressing one or more persons in the speaker’s presence; like language, translation is purely a social phenomenon (1981:62). He also proposes two concepts of translation to represent his main contribution to general translation theory. Those are communicative and semantic translations. Since the topic which is discussed in this study is metaphor, the type that is closely related to it is the communicative translation.
Newmark (1981:62) states that all translation must be in some degree both communicative and semantic. It is a matter of difference emphasis. Communicative translation refers to social emphasis. It is a matter of difference emphasis. Communicative translation refers to social emphasis; meanwhile, semantic refers to individual emphasis. He also claims that nothing is more obvious than that the criterion of a translation, whether communicative or semantic, it must be its measure of accuracy, its ability to reproduce the greatest possible degree of meaning of the original: the heart of the meaning being message in communicative translation; the significance, the enduring value and importance in semantic translation. Admittedly, in communicative translation a
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certain embroidering, a stylistic synonymy, a discreet modulation is condoned by some translators, however unnecessary it is, provided the facts are straight and the reader is suitably impressed (1981:66)
In addition, in communicative translation, however, the only part of the meaning of the original which is rendered is the part which corresponds to the TL reader’s understanding of the identical message. If the translator is dealing with the standardized terms for both languages, there may be no problems. Otherwise, the translator has to bear in mind a composite identikit reader, following appropriate TL usage, modifying, correcting and improving the latest versions of the fair copy of his translation often without any reference to the original (Newmark, 1981:62).
2.2.2 Metaphor
Lakoff and Johnson (2003: 3) stated that “Metaphor is for most people a device of the poetic imagination and the rhetorical flourish a matter of extraordinary rather than ordinary language. Moreover, metaphor is typically viewed as characteristic of language alone, a matter of words rather than thought or action”. He also argued that metaphors are pervasive in everyday life, not just in language, but also in thought and action. A common definition of a metaphor can be described as a comparison that shows how two things that are not alike in most ways are similar in another important way, and metaphor is a simply understanding and experiencing one kind of thing in terms of another.
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2.2.2.1 Conceptual Metaphor
Lakoff (1993: 203) emphasizes that the locus of metaphor is not in the language at all, but in the way to conceptualize one mental domain in terms of another. Metaphors link two conceptual domains, the source domain and the target domain. The source domain provides frameworks for target domains: these determine the ways in which think and talk about the activities and entities to which the target domain refers, and even the ways in which behaving of carrying out activities, as in the case of argument.
2.3 Theoretical Framework
There are three theories used as the theoretical framework in this present study. The first theory is the strategy of translation proposed by Newmark (1981). This theory is used to solve the problem related to the strategy translation of metaphors, the second theory is the translation shifts proposed by Catford (1965). This theory is used to solve the problem which is related to the translation shifts, and the last theory is conceptual metaphor proposed by Lakoff and Johnson (2003). This Theory is used to solve the problem which is concerned with the conceptual metaphor.
2.3.1Metaphor
Larson (1998: 279) proposed that “Metaphor is a figure of speech which concisely compares two things by saying that the one is the other. It is considered implied comparison (without using ‘like’ or ‘as’)”. A metaphor shows an implied comparison without the aid of such expressions as like and as and it always has three elements: topic, image and point of similarity. Consider the example Anton
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is a tiger; the topic of the metaphor is Anton, the image is tiger, but the point of similarity is not stated explicitly. From this example, it can be understood that a metaphor is an expression indicating an implied comparison between a topic being discussed and the image assigned to the topic figuratively.
According to Newmark (1988: 85) metaphor can be defined as an indirect comparison between two or more apparently unrelated things or subjects. The point of similarity ‘may be physical but often it is chosen for its connotations’. Newmark (1988: 84) discusses a number of functions of metaphor: to define something more closely; a decoration to show resemblances; to create emotive effect; as an object of interest for media; and lastly as a ‘basic element of language where it later becomes dead or literal language’. There are five terms related to metaphor, which define its various related concepts. Firstly, ‘object’ is ‘the item described by metaphor’. Secondly, ‘image’ is the item ‘in terms of which the object is described’. Thirdly, ‘sense’ is ‘the point of similarity’ between object and image. Fourthly, ‘metaphor’ is the actual word taken up. Lastly, the ‘metonym’ is a one word image which is used in place of whole, and has potential to become ‘dead metaphor’ (Newmark; 1988:85).
2.3.1.1 Conceptual Metaphor
Lakoff (1993: 203) emphasizes that the locus of metaphor is not in the language at all, but in the way of conceptualizing one mental domain in terms of another. In Metaphors We Live By (2003), Lakoff identifies three overlapping categories of conceptual metaphor, namely; orientational metaphor, ontological metaphor, and structure metaphor. Lakoff (2003: 14) states that the orientational
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metaphor is a figure that “organizes a whole system of concepts with respect to one another”. This is a metaphor that involves spatial orientation (e.g., UP-DOWN, IN-OUT, ON-OFF, FRONT-BACK). For examples; MORE IS UP; LESS IS DOWN: Speak up, please. Keep your voice down, please.
According to Lakoff (2003: 14), “structural metaphors are cases where one concept is metaphorically structured in terms of another”. Metaphors link two conceptual domains, the source domain and the target domain. The source domains provide frameworks for target domains. For example in the conceptual metaphor ECONOMIC ACTIVITY IS WAR, the concepts of the source domain WARFARE are transferred into the target domain, because physical conflict is ubiquitous in human life and therefore quite well-structured and more readily understandable. It coherently structures the relations between the various factors in economic activity: business is war; the economic is a battlefield; competitors are warriors or even armies fighting each other, and economic activities are conceptualized in terms of attack and defense as a result of the crisis, the Asians will strike back; they will launch an export offensive.
The ontological metaphor, based on Lakoff (2003: 25), is“a figure that provides ways of viewing events, activities, emotions, ideas, etc, as entities and substances”. These involve the projection of entity or substance status on something that does not have that status inherently. For example: conceptual metaphor IDEAS ARE ENTITIES AND WORDS ARE CONTAINER: it is hard to get that idea across to him, it is difficult to put my ideas into words. THE MIND IS A MACHINE: my mind just isn’t operating today.
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2.3.2 Strategies of Translating Metaphor
The theory implemented in order to analyze the strategies for translating metaphors in this study is proposed by Newmark (1981:88). Besides, Newmark’s theory is applied as the main theory in this study. He proposes seven procedures, each is illustrated below:
1. Reproducing the same image in the TL ‘provided that it is comparable in frequency and used in the appropriate register’. One word metaphors are more commonly translated using this method, while the translation of complex metaphors or idioms depends on cultural overlap. Reproducing one-word metaphors representing sense of an event or quality instead of an entity is more difficult e.g. ‘elbow one’s way’. Similes are more cautious than metaphors, and must normally be translated in any type of text. Lastly, animal abuse can have cultural or subjective connotations but can be quite universal as well (‘swine’ is a symbol of filth and dirt everywhere)
2. Replacing the image in the SL with a standard TL image provided that is culturally compatible in TL, and ‘presumably coined by one person and diffused through popular speech’. Euphemisms are also metaphors and often have to be replaced by cultural equivalents, unless the reader has to be informed in a similar way as the SL reader.
3. Translation of metaphor by simile, retaining the image. This modifies the shock of metaphor, ‘particularly if TL text is not emotive in character’. This procedure can be used for any type of word, and original metaphor. 4. Translation of metaphor (or simile) by simile plus sense (or metaphor plus
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semantic translations together which address both layman and expert reader. The main focus here is on the ‘gloss’ rather than equivalent effect. It is noteworthy that some metaphors may be incomplete in TL without the addition of a sense component.
5. Conversion of metaphor into sense. This procedure can be applied in any type of text, and preferred when SL to TL image replacement is extra broad in terms of sense or register. To perform this procedure, the sense of metaphor should be analysed componentially because image is ‘pluridimensional’.
6. Deletion, a rather radical approach is to delete the metaphor along with the sense component if it is redundant. A caution is that SL text should not be ‘authoritative’ or ‘expression of writer’s personality’. The translator should make a decision after weighing what is more important and less important in the text. An empirical justification of such deletion comes if the ‘metaphor’s function is being fulfilled elsewhere in the text’.
7. The same metaphor is combined with sense. Sometimes the translator wants to make sure that image will be understood properly so he adds a gloss as well. Thus he transfers the same metaphor along with its sense. e.g. “The tongue is a fire” can be translated into “A fire ruins things; what we say also ruins things”. This may suggest lack of confidence in the metaphor’s power and clarity, but it can be useful if metaphor is repeated.
2.3.3 Translation Shifts
Translation shift was first introduced by Catford (1965). His definition of this concept relies on his distinction between formal correspondence and textual
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equivalence: formal correspondence is a relationship that holds between two linguistic categories that occupy approximately the same place in the organization of their respective languages, while textual equivalence holds between two portions of text that are actual translations of each other. When a textual equivalent is not formally correspondent with its source, this is called a translation shift. According to Catford (1965:73), ‘Shift’ is the departure from formal correspondence in the process of going from the SL to the TL. Shifts in translation are known as those changes which occur or may occur in the process of translation. They result, most of the time, from the attempt to deal with the systemic differences between the source language and the target language.
Shifts within the Catford’s framework occur at grammatical and lexical levels, and their investigation is therefore pursued within or beyond the boundaries of the sentence as an upper rank. He limits his theory of shifts to textual equivalence. In other words, he sees that shifts tend to occur when there is no formal correspondence between two linguistic codes. These shifts are seen as those utterances of translation which can be identified as textual equivalents between source text and target text utterances. Catford divides shifts into two major types; level shifts and category shifts.
2.3.3.1 Level Shifts
Catford (1965:73) speaks of the level shift when a source text item has a textual equivalent on different linguistic level. Following the early Hallidayan Scale and Category Grammar (see Halliday 1961), he distinguishes the four linguistic levels-phonology (the medium-form of spoken language), graphology
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(the medium-form of written language), grammar (closed systems), and lexis (open sets), which are related in language specific ways to extra-linguistic levels of substance: phonology to phonic substance, graphology to graphic substance, and both grammar and lexis to situation substance.
Level shifts, however, can only occur between the levels of grammar and lexis. This restriction is due to Catford’s understanding of translation equivalence, which, from his structuralist point of view, is not based on the sameness in meaning, for meaning is defined as “the total network of relations entered into by any linguistic form” (Catford 1965:35) and consequently cannot be the same across languages. Rather, the prerequisite for translation equivalence in two linguistic elements can function in the same situation, and this is only possible if there exists a certain overlap of relevant situational features on the level of substance. Consequently, textual and translational equivalence is only possible between elements that relate to the same level of substance, and this is the case only for the linguistic levels of grammar and lexis.
2.3.3.2 Category Shifts
There are four types of category shifts: unit, structure, class, and intra system shifts (Catford 1965:76).
a. Structure Shifts
A structure is defined as the patterned way in which a unit is made up of lower rank units. A structure shift thus occurs when the target structure contains different classes of elements or else when it contains the same classes of elements, but arranges them differently. According to Catford (1965:77), structure shifts are
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the most frequent among the category shifts. The example of the clause structure shift is as follows:
English: The man / is /in the boat S P A
PSA
Gaelic: Tha / an duine / anns a’ bhata
A structure shift can be found at group rank. For example a shift form MH (modifier + head) to (MHQ) (modifier + head + qualifier), e.g. in English; A white house (MH) = Une maison blanche (MHQ) in French (Catford 1965: 78).
b. Class Shifts
A class shift means the grouping of the constituents of unit according to the way they operate in the structure of another unit next higher in rank. Class shift occurs when the translation equivalent of a source language items is a member of different class from the original item (Catford, 1965: 78). For example, English: a medical student = un ѐtudiant en mѐdecine in French. Here the translation equivalent of the adjective medical, operating at modifier, is the adverbial phrase en mѐdecine, operating at qualifier, and the lexical equivalent of the adjective medical is the noun mѐdecine.
c. Units Shifts
Catford (1965:79) stated that unit shift is “change of rank that is, departures from formal correspondence in which the translation equivalent of unit at one rank in the SL is a unit at a different rank in the TL”. The grammatical rank scale consists of the unit sentence, clause, group, word, phrase, and morphemes.
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Consequently, a unit shift occurs when textual equivalents are located on different ranks. For example:
English: Jhon loves Mary = SPC
Gaelic: Tha gradh aig Iain air Mairi = SPCA d. Intra-System Shifts
A system refers to the closed number of elements among which a choice must be made. In fact, the terms available in each system in one language can show fundamental difference from the terms of the same system in another language. This can be considered a major source of shifts at this level of language description. In other words, intra system shifts refer to those changes that occur internally within a system. The equivalence is said to occur at a non corresponding term in the target language system. All languages have their systems of number, articles, etc. intra system shifts happen when a term is singular in the source text and textual equivalent is plural, or vice verse (a change in number even though the language have the same number system) (Catford 1965:80). For example, the translation equivalent of English singular is French plural and vice verse.
e.g. advice = des conseils
news = des nouvelles
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2.4 Research Model
The primary concern of this study is focused on the strategy of translation, translation shift and whether the conceptual metaphors are successfully transferred or not from the SL to the TL. In order to have the detailed picture of the entire series of the way how this study was conducted, it is considered important to feature it into a simple diagram below:
Diagram 1
THE TRANSLATION OF METAPHOR
IN TAKUBOKU ISHIKAWA DAN SEGENGGAM PASIR
Analysis
Findings Problem
1. Kinds of metaphor 2. Translation strategies 3. Types of translation shift
Theories
1. Conceptual metaphor by Lakoff, 2003
2. Translation strategy by Newmark, 1981
3. Ttranslation shift by Catford, 1965
Research Method 1. Library research by Sudaryanto, 1992
2. Descriptive qualitative approach by Djajasudarma, 1993 3. Metaphor Identification Procedure by Pragglejaz group,
2007
SourceText TargetText
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This research model starts from the source text which is Japanese and the target text which is Indonesian. The smallest translation unit of this research is metaphor. In order to overcome the problems about the translation of metaphor, this research used the theory proposed by Newmark (1981) to determine the strategy of translation of metaphor. The theory proposed by Catford (1965) is used to determine the translation shifts of metaphor in Japanese-Indonesian text. The theory of conceptual metaphor proposed by Lakoff (2003) is used to identify the types of conceptual metaphors in Japanese-Indonesian text.
This research adopts several methods in order to have a clear way of how this research was conducted, such us; the method and technique of collecting data, the method and technique of analyzing data, and the method and technique of presenting the data analysis. First, the method and technique of collecting data were conducted by following a certain procedure proposed by Sudaryanto (1992); this was done in order to obtain appropriate and sufficient data. The library research method of collecting data in this study includes observation, identification, note taking, and comparing. Second, the method and technique of analyzing data was done using the descriptive qualitative method, in which the data were analyzed by explaining descriptively the form of word paraphrases (Djajasudarma, 1993). Third the method of presenting the analysis was done by following formal technique of presenting the result of the analysis proposed by Sudaryanto (1992). This study was conducted based on the relevant theories such as the theory of metaphor identification procedure (MIP) by Pragglejaz Group (2007)to identify all metaphors in the data source and target.
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Finally the entire series of analysis was done using these rigorous methods and theories as the analytical protocol to have a light clue for the findings as the result of this study.
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(the medium-form of written language), grammar (closed systems), and lexis (open sets), which are related in language specific ways to extra-linguistic levels of substance: phonology to phonic substance, graphology to graphic substance, and both grammar and lexis to situation substance.
Level shifts, however, can only occur between the levels of grammar and lexis. This restriction is due to Catford’s understanding of translation equivalence, which, from his structuralist point of view, is not based on the sameness in meaning, for meaning is defined as “the total network of relations entered into by any linguistic form” (Catford 1965:35) and consequently cannot be the same across languages. Rather, the prerequisite for translation equivalence in two linguistic elements can function in the same situation, and this is only possible if there exists a certain overlap of relevant situational features on the level of substance. Consequently, textual and translational equivalence is only possible between elements that relate to the same level of substance, and this is the case only for the linguistic levels of grammar and lexis.
2.3.3.2 Category Shifts
There are four types of category shifts: unit, structure, class, and intra system shifts (Catford 1965:76).
a. Structure Shifts
A structure is defined as the patterned way in which a unit is made up of lower rank units. A structure shift thus occurs when the target structure contains different classes of elements or else when it contains the same classes of elements, but arranges them differently. According to Catford (1965:77), structure shifts are
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the most frequent among the category shifts. The example of the clause structure shift is as follows:
English: The man / is /in the boat S P A
PSA
Gaelic: Tha / an duine / anns a’ bhata
A structure shift can be found at group rank. For example a shift form MH (modifier + head) to (MHQ) (modifier + head + qualifier), e.g. in English; A white house (MH) = Une maison blanche (MHQ) in French (Catford 1965: 78).
b. Class Shifts
A class shift means the grouping of the constituents of unit according to the way they operate in the structure of another unit next higher in rank. Class shift occurs when the translation equivalent of a source language items is a member of different class from the original item (Catford, 1965: 78). For example, English: a medical student = un ѐtudiant en mѐdecine in French. Here the translation equivalent of the adjective medical, operating at modifier, is the adverbial phrase en mѐdecine, operating at qualifier, and the lexical equivalent of the adjective medical is the noun mѐdecine.
c. Units Shifts
Catford (1965:79) stated that unit shift is “change of rank that is, departures from formal correspondence in which the translation equivalent of unit at one rank in the SL is a unit at a different rank in the TL”. The grammatical rank scale consists of the unit sentence, clause, group, word, phrase, and morphemes.
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Consequently, a unit shift occurs when textual equivalents are located on different ranks. For example:
English: Jhon loves Mary = SPC
Gaelic: Tha gradh aig Iain air Mairi = SPCA
d. Intra-System Shifts
A system refers to the closed number of elements among which a choice must be made. In fact, the terms available in each system in one language can show fundamental difference from the terms of the same system in another language. This can be considered a major source of shifts at this level of language description. In other words, intra system shifts refer to those changes that occur internally within a system. The equivalence is said to occur at a non corresponding term in the target language system. All languages have their systems of number, articles, etc. intra system shifts happen when a term is singular in the source text and textual equivalent is plural, or vice verse (a change in number even though the language have the same number system) (Catford 1965:80). For example, the translation equivalent of English singular is French plural and vice verse.
e.g. advice = des conseils
news = des nouvelles
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2.4 Research Model
The primary concern of this study is focused on the strategy of translation, translation shift and whether the conceptual metaphors are successfully transferred or not from the SL to the TL. In order to have the detailed picture of the entire series of the way how this study was conducted, it is considered important to feature it into a simple diagram below:
Diagram 1
THE TRANSLATION OF METAPHOR
IN TAKUBOKU ISHIKAWA DAN SEGENGGAM PASIR
Analysis
Findings Problem
1. Kinds of metaphor 2. Translation strategies 3. Types of translation shift
Theories
1. Conceptual metaphor by Lakoff, 2003
2. Translation strategy by Newmark, 1981
3. Ttranslation shift by Catford, 1965
Research Method 1. Library research by Sudaryanto, 1992
2. Descriptive qualitative approach by Djajasudarma, 1993 3. Metaphor Identification Procedure by Pragglejaz group,
2007
SourceText TargetText
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This research model starts from the source text which is Japanese and the target text which is Indonesian. The smallest translation unit of this research is metaphor. In order to overcome the problems about the translation of metaphor, this research used the theory proposed by Newmark (1981) to determine the strategy of translation of metaphor. The theory proposed by Catford (1965) is used to determine the translation shifts of metaphor in Japanese-Indonesian text. The theory of conceptual metaphor proposed by Lakoff (2003) is used to identify the types of conceptual metaphors in Japanese-Indonesian text.
This research adopts several methods in order to have a clear way of how this research was conducted, such us; the method and technique of collecting data, the method and technique of analyzing data, and the method and technique of presenting the data analysis. First, the method and technique of collecting data were conducted by following a certain procedure proposed by Sudaryanto (1992); this was done in order to obtain appropriate and sufficient data. The library research method of collecting data in this study includes observation, identification, note taking, and comparing. Second, the method and technique of analyzing data was done using the descriptive qualitative method, in which the data were analyzed by explaining descriptively the form of word paraphrases (Djajasudarma, 1993). Third the method of presenting the analysis was done by following formal technique of presenting the result of the analysis proposed by Sudaryanto (1992). This study was conducted based on the relevant theories such as the theory of metaphor identification procedure (MIP) by Pragglejaz Group (2007)to identify all metaphors in the data source and target.
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Finally the entire series of analysis was done using these rigorous methods and theories as the analytical protocol to have a light clue for the findings as the result of this study.